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BUREAU  OF  EDUCATION 
CIRCULAR  OF  INFORMATION  NO.  2,   1S8S 


CONTRIBUTIONS  TO  AMERICAN  EDUCATIONAL  HISTORY 

•      EDITED  I5Y  HEKBEP.T  B.  ADAMS 


No.  3 


THE 


HISTORY   OF   EDUCATION 


NORTH  CAROLmA 


CHARLES   LEE   SMITH 

FELLOW    IN    HISTORY    AND    POLITICS 
JOHXS  HOPKIXS  UNIVERSITY 


WASHINGTON 

GOVERN  M  EXT  PRIXTIXG  OFFICE 

1SS8 


17037 -No.  2 1 


"Mere  was  a  colony  of  men  from  civilized  life,  scattered  among  the  forests,  hermits  with 
tcives  and  children,  resting  on  the  hosom  of  nature,  in  jicrfect  harmony  with  the  wilderness 
of  their  gentle  clime.  With  absolute  freedom  of  conscience,  benevolent  reason  was  the  simiile 
r%de  of  their  conduct.  *  *  *  Are  there  any  who  doubt  man's  capacity  for  self-govern- 
ment, let  them  study  the  history  of  North  Carolina;  its  inhahitants  were  restless  and  tur- 
bulent in  their  imperfect  submission  to  a  government  imjwsed  on  them  from  abroad;  the 
administration  of  the  colony  was  firm,  humane,  and  tranquil  tvhen  iliey  ivere  left  to  take  care 
of  themselves.  Any  government  but  one  of  their  oum  institution  icas  oppressive."  (George 
Bancroft. ) 

"Almost  invariably,  as  soon  as  a  neighborhood  was  settled,  preparations  were  made  for 
the  preaching  of  the  Gospel  by  a  regular  stated  pastor,  and  ivherever  a  pastor  tvas  located, 
in  that  congregation  there  was  a  classical  school."     (Foote's  Sketches  of  North  Carolina.) 

''The progress  of  society  and  civilization  depends  upon  the  education  and  virtue  of  the 
people."    (Hon.  Bartlett  Yancey,  in  IblO.) 

" In  an  ardent  and  increasing  zeal  for  the  establishment  of  schools  and  academies  for 
several  years  past,  we  do  not  believe  North  Carolina  has  been  outdone  by  a  single  State. 
*  *  *  The  number  at  present  is,  nearly  fifty,  and  is  rapidly  increasing."  (North 
American  Review,  January,  1821.) 

"  We  can  diffuse  the  blessings  of  education  and  become  a  virtuous  if  not  a  great  people,  I 
n^ish  the  State  University  were  located  in  Balcigh,  for  I  do  not  believe  in  that  kind  of  educa- 
tion which  is  obtained  in  cloisters.  The  manners  of  boys  should  be  attended  to  as  well  as 
their  morals,  the  society  of  the  city  of  Williamsburg,  Virginia,  is  said  to  have  been  the 
most  polished  in  America,  and  its  college,  William  and  Mary,  has  turned  out  more  celebrated 
men  than  any  other  institution  ivithin  my  knowledge."  (Nathaniel  Macon,  in  North  Car- 
olina Constitutional  Convention,  1835.) 

"The  University  does  not  lack  the  sanction  either  of  the  Constitution  or  of  the  people. 
Under  the  loving  care  of  the  people  of  the  State,  led  by  ivise  master-builders,  much  more  than 
from  the  liberality  of  the  General  Assembly,  the  University  grew  in  the  lapse  of  nearly  a 
century  to  be  a  great  institution,  the  nursing  mother  of  the  ingenuous  youth  of  the  State  tvith- 
out  distinction  of  party  or  sect.  Embracing  all  her  children  in  her  great  catholic  heart,  she 
has  always  striven  to  allay  sectional  feeling,  to  moderate  sectarian  heat,  to  cultivate  and  en- 
courage a  broad,  ardent  love  for  the  State,  a  veneration  for  her  early  history  and  traditions, 
an  appreciation  of  the  domestic  virtues  of  her  citizens,  and  a  love  of  liberal  learning." 
(lion.  John  Manning,  LL.  D.,  i>rofessor  of  law,  University  of  North  Carolina.) 

"  I  remember  in  my  young  manhood  the  University  of  North  Carolina  was  always  spoken 
of  with  the  greatest  respect  among  men  who  knew  anything  about  an  Anlerican  collegiate  educa- 
tion. While  the  Universities  of  Virginia  and  Johns  Hopkins  have  to  some  extent  drawn 
attention  away  from  it,  T  see  no  reason  why  its  present  Faculty  should  not  give  it  a  command- 
ing position  in  the  south-east  of  our  Eepuhlic."  (Hon.  Andrew  D.  White,  Ex-President 
of  Cornell  University.) 
2 


CONTENTS. 


Tage 
Lktteu  ok  niR  CojiMissioxER  OF  Education  to  the  Secretary  of  the 

Interior U 

Chapter  I.— Education  during  tue  Proprietary  Government— 1663-1729. 

lutroiluctiou 13 

Educational  beginniugs — The  first  schools 16 

Edentou  Public  Library 18 

Chapter  II.— Education  during  the  Provincial  and  State  Governments 

before  1800. 

General  survey 20 

First  efforts  for  governmental  aid .'. 20 

First  school  legislation - 21 

Scotch-Irish  immigration — Marked  educational  advancement 22 

The  influence  of  the  College  of  New  Jersey 23 

Early  classical  schools — Tate's  Academy  and  Crovvfieid  Academy 26 

Dr.  David  Caldwell's  School  —  Its  influence  upon  North  Carolina  and  the  South.  27 

David  Caldwell — his  life  and  his  work 28 

Queen's  College 32 

Kev.  Henry  Patillo's  School 36 

Granville  Hall 36 

Clio's  Nursery  and  the  Academy  of  the  Sciences 37 

Science  Hall . 38 

Zion  Parnassus 38 

Other  Presbyterian  schools 39 

Appropriations  for  education 40 

Incorporated  schools — Newbern  Academy 40 

Edenton  Academy *. 42 

Innia  Academy 42 

Martin  Academy — now  Washington  College,  Tennessee 43 

Morgan  Academy 44 

Other  incorporated  institutions 44 

Lotteries  for  schools 45 

German  immigration — The  Moravians 46 

The  Lutherans 47 

State  of  education  in  1795 47 

Two  accounts  of  the  state  of  education  and  society  before  1810 — 

In  Caswell  County 48 

In  Edgecombe  County 50 

3 


4  HISTORY    OF    EDUCATION   IN    NORTH    CAROLINA. 

Chapter  III.— The  University  op  North  Carolina. 

Page 

The  Constitution  and  the  University 52 

The  University  chartered 54 

A  site  chosen 54 

Location  and  buildings - 55 

Endowment  and  income  58 

The  land-scrip  fund -.  -60 

Plan  of  education 61 

Election  of  a  Professor  of  Humanity 61 

Opening  of  the  University 62 

First  regulations,  1795 62 

The  first  professors - 64 

An  interesting  letter 64 

First  purchase  of  books  and  apparatus 66 

The  curriculum,  1796 '  66 

The  first  graduates 67 

The  first  president— Rev.  Joseph  Caldwell,  D.  D 68 

The  curriculum  during  Caldwell's  administration 71 

The  influence  of  Yale — Mitchell,  Olmsted,  and  Andrews 72 

The  second  president — Rev.  Robert  Hett  Chapman,  D.  D , 75 

The  third  president — David  Lowry  Swain,  LL.  D 75 

Requirements  and  courses  during  Swain's  administration 78 

School  for  the  Application  of  Science  to  the  Arts 80 

Law  School 81 

The  Civil  War .' 82 

A  romance  of  the  War - 82 

Last  years  of  Swain's  administration 83 

Reconstruction - 84 

The  fourth  president — Rev.  Solomon  Pool,  D.  D 85 

The  re-opening 86 

The  fifth  president — Kemp  Plummer  Battle,  LL.  D 86 

Present  requirements  and  courses 87 

Equipment  for  teaching 91 

Scholarship  and  loan  funds 91 

Present  system  of  government 92 

Literary  societies 92 

Greek  letter  fraternities 93 

Influence  of  the  University  upon  the  South 94 

Student  attendance  by  States — 1795-1887 97 

A  tribute  to  the  University 97 

Members  of  the  Faculty— 1795-1887 '     98 

The  Elisha  Mitchell  Scientific  Society 99 

Chapter  IV.— Leading  Denominational  Colleges. 

WAKE   forest  college. 

First  prospects  of  the  establishment  of  a  Baptist  college 101 

Wake  Forest  Institute 102 

The  charter 103 

Opening  of  the  Institute 103 

The  manual  labor  system 103 

Charges  and  expenses 104 

Buildings  and  equipments , 104 


CONTENTS.  5 

Page 

Wake  Forest  College 105 

Schools  and  degrees 107 

Literary  societies 108 

Influence  of  the  College 109 

DAVIDSON  COLLEGE. 

Presbyterian  influence 109 

Western  College 110 

Davidson  College 1 10 

Present  status  of  the  institution IV-i 

TRINITY   COLLEGE. 

The  beginnings  and  history  of  the  institution 113 

Chaptek  v.— The  Higher  Female  Education. 

^  Female  schools 117 

Salem  Female  Academy 118 

St.  Mary's  School 120 

Greeusborough  Female  College 120 

Chowan  Baptist   Fenuilc  Institute ._ 121 

Thomasville  Female  College 122 

Peace  Institute..: 123 

Oxford  Female  Seminary 124 

%  General  characteristics 124 

Ciiaptkr  VI.— Secondary  Instruction. 

y  General  critical  survey 128 

Graded  schools ._ 129 

Co-educational  institutions 130 

Preparatory  male  schools — The  Bingham  School . . ._ 131 

The  Horner  School,  Oxford _ 133 

Other  schools  of  merit — The  Raleigh  Male  Academy  and  the  Davis  School 185 

ANTE-BELLUM   MALE   SCHOOLS. 

Caldwell  Institute 137 

Hillsborough  Military  Academy , 138 

k  The  North  Carolina  Military  Institute 138 

Rev.  John  Cliavis,  a  distinguished  colored  educator - 138 

CnAi'TER  VII.— Educational  efforts  of  the  Friends. 

• 

First  settlers 142 

Friends'  boarding  school  143 

Belvidere  Academy 149 

Baltimore  Friends _ 150 

The  model  farm 153 

Philadcli)uia  Friends , 154 

New  York  Friends , 155 

Chaptf.i:   VIII.— HisTtiiiY  and  Status  of  Education  amo.vg  the  Col- 
ored People. 

Paper  prepared  by  S.  G.  Atkins 157 

Chapter  IX.— The  Public  Schools. 

Origin  of  the  system »,.  1G4 

Provision  for  public  schools 16G 


6  HISTORY   OF   EDUCATION    IN   NORTH   CAROLINA. 

Page  ' 

Public  schools  established 168 

Public  schools  since  the  War 170 

Peabody  Fund 173 

Present  public  school  system 173 

Normal  instruction 174 

Federal  aid 175 

Chapter  X. — The  North  Carolina  Teachers'  Assembly. 

History  and  influence  of  the  organization 177 

In  Conclusion 179 

AiPENDix. — List  of  the  Principal  Works  Consulted 180 


ILLUSTRATIONS. 


Pack 

University  of  Nortli  Carolina — Section  of  Library 52 

01(1  East  Building 54 

Plan  of  Campus  and  Buikliugs 57 

South  Building 62 

Old  West  Building 68 

Gerrard  Hall 70 

Smith  Hall— Library 74 

New  East  Building 80 

New  West  Building 82 

Biological  Laboratory 88 

Philanthropic  Society  Hall , 92 

Memorial  Hall 94 

Wake  Forest  College— Bird's-Eye  View 100 

Heck- Williams  Building 104 

Lea  Building — Chemical  Laboratory ' 108 

Davidson  College — Main  Building 110 

Trinity  College 114 

Peace  Institute 116 

St.  Mary's  School 120 

Chowan  Baptist  Female  Institute 122 

Oxford  Female  Seminary 124 

Livingstone  College — Main  Building 156 

Men's  Dormitory _ 158 

Women's  Dormitory _ 158 

North  Carolina  Teachers'  Assembly  Building .„ 177 

7 

S 


; 


LETTER. 


Department  of  the  Interior, 

Bureau  op  Education, 
Wdshington,  D.  C,  December  9,  1887. 
The  Honorahle  the  Secretary  of  the  Interior, 

Washington,  D.  C. 

Sir:  III  pursuance  of  the  phm  already  approved  by  you  for  a  system- 
atic inquiry  by  the  Bureau  of  Education  into  the  educational  history 
of  the  United  States,  I  beg  to  recommend  for  publication  the  second 
of  the  series  of  State  monographs  in  this  direction  edited  by  Dr.  Her- 
bert B.  Adams,  whose  studies  ujion  the  College  of  William  and  Mary, 
and  Thomas  Jefferson  and  the  University  of  Virginia,  with  the  mon- 
ograph upon  the  Study  of  History  in  American  Colleges  and  Univer- 
sities, formed  the  introduction  to  this  new  line  of  inquiry. 

The  subject  of  the  present  monograph  is  the  history  of  education  in 
North  Carolina.  It  is  an  original  and  valuable  contribution,  and  de- 
serves to  be  widely  read.  In  this  monograph  Mr.  Charles  Lee  Smith, 
who  has  been  trained  iu  historical  methods  at  the  Jolins  Hopkins  Uni- 
versity and  now  holds  a  fellowship  in  history  and  politics  at  that  in- 
stitution, gives  the  results  of  a  thorough  and  careful  study  of  the  ed- 
ucational history  of  his  native  State. 

For  Xorth  Carolina  this  is  pioneer  work.  The  history  of  education 
in  that  State  has  hitherto  remained  unwritten.  That  the  Old  Jforth 
State  has  failed  to  receive  just  recognition  at  the  hands  of  some  his- 
torians is  due  in  great  measure  to  the  fact  that  many  important  phases 
of  her  early  history  have  remained  undeveloped  by  her  own  sons,  to 
whom  they  were  known,  and  who  have  allowed  the  prejudiced  state- 
ments of  early  chroniclers,  ignorant  of  the  facts,  to  be  accepted  with- 
out contradiction  as  authoritative. 

The  writer  has  traced  the  genesis  and  development  of  education  in 
Korth  Carolina  from  the  first  settlement  of  that  State  to  the  present 
time.  For  this  purpose  he  is  the  first  to  exjiloit  the  colonial  records, 
the  iiublication  of  which  was  begun  last  year,  and  the  early  laws  of  the 
State.  He  has  also  utilized  early  newspaper  files,  and  all  the  pub- 
lished biographical  and  historical  works  relating  to  his  State  to  be  found 
in  the  public  libraries  of  Raleigh,  Washington,  and  Baltimore^  besides 
certain  private  collections  and  personal  correspondence. 

In  the  study  of  education  as  a  growth  Xorth  Carolina  affords  peculiar 
advantages.    The  character  of  the  early  settlers,  the  objects  of  their 

u 


10  HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 

coming,  and  the  results  achieved  by  them  in  their  straggle  against  op- 
pressive government  give  the  history  of  that  State  unusual  interest. 
Bancroft  says,  "]S"orth  Carolina  was  settled  by  the  freest  of  the  free," 
and  the  records  of  the  colony  show  that  a  c.onstant  warfare  was  waged 
against  oppression  until  freedom  was  won.  This  fact  was  emphasized 
and  is  illustrated  in  the  proceedings  of  that  meeting  of  patriots  at 
Mecklenburg  in  1775,  which,  without  doubt,  is  one-  of  the  most  mem- 
orable events  of  our  Kevolutionary  period.  This  struggle  was  for  civil 
and  religious  liberty,  and  Mr.  Smith  demonstrates  how  intimate  was 
the  connection  between  the  liberties  and  the  educational  history  of  the 
people.  The  government  is,  perhaps,  to  be  censured  that  schools  were 
not  earlier  provided.  It  is  an  error,  however,  to  suppose,  as  has  been 
stated  by  some  writers,  that  there  were  no  good  schools  in  the  State 
previous  to  the  Revolution,  for  it  is  shown  that  there  were  many  cred- 
itable institutions,  several  having  a  wide  reputation. 

The  higher  education  has  been  principally  treated  in  this  sketch,  al- 
though the  history  of  primary  and  secondary  instruction  has  not  been 
neglected.  The  influence  of  certain  classes  of  immigration  and  of  institu- 
tions outside  the  State,  especially  of  Princeton,  which  previous  to  the 
establishment  of  the  University  of  Forth  Carolina  was  largely  patronized 
by  the  young  men  of  that  State,  is  clearly  shown.  Many  interesting  facts 
concerning  noted  educators  of  the  State  are  brought  out.  The  sketch 
which  is  given  of  the  University  of  North  Carolina  is  the  first  full  account 
of  that  institution  which  has  ever  been  written.  The  writer  thinks  no 
institution  of  this  country  has  a  more  honorable  record,  and  it  is  claimed 
that  in  proportion  to  the  number  of  its  alumni  it  stands  second  to  none 
in  the  number  of  the  distinguished  public  men  it  has  given  to  the  State 
and  nation. 

The  account  which  is  given  of  its  "influence  upon  the  South"  makes 
an  admirable  showing.  As  indicative  of  its  wide-spread  influence  upon 
the  country,  a  President,  a  Vice-President,  many  Cabinet  officers,  min- 
isters  to  foreign  countries,  Senators,  Governors,  and  other  distinguished 
men  are  mentioned  among  its  alumni. 

President  Andrew  D.  White  said  of  this  institution :  "  I  remember  in 
my  young  manhood  the  University  of  North  Carolina  was  always  spoken 
of  with  the  greatest  respect  among  men  who  knew  anything^about  an 
American  collegiate  education.  While  the  Universities  of  Virginia  and 
Johns  Hopkins  have  to  some  extent  drawn  attention  away  from  it,  I  see 
no  reason  why  its  present  Faculty  should  not  give  it  a  commanding 
position  in  the  South-east  of  our  Republic." 

The  subjects  taught  in  the  institutions  for  the  secondary  and  the 
higher  education  are  noted  from  time  to  time,  thus  showing  the  general 
educational  development.  The  present  status  of  education  in  North 
Carolina  is  well  pictured.  The  work,  while  strictly  historical,  is  both 
practical  and  suggestive.  Hon.  Henry  Barnard,  the  first  Commis- 
sioner  of  Education,  once  said  that  "  no  subject  now  interesting  or  im- 


LETTER    OF   THE    C0MMI8!^I0NER    OF    EDUCATION.  11 

portant  can  be  adequately  understood  or  further  investigated  unless 
proper  pains  be  lirst  bestowed  upon  its  Listory.  *  *  *  There  is  no 
department  of  human  exertion,  however,  in  which  this  preliminary  his- 
torical knowledge  is  so  necessary  as  in  education.  For  this  there  is 
both  a  general  and  a  special  reason.  The  education  of  a  people  bears  a 
constant  and  most  pre-eminently  influential  relation  to  its  attainments 
and  excellencies — physical,  mental,  and  moral.  The  national  education 
is  at  once  a  cause  and  an  eftect  of  the  national  character;  and,  accord- 
ingly, the  history  of  education  aflbrds  the  only  ready  and  perfect  key 
to  the  history  of  the  human  race  and  of  each  nation  in  it— an  unfailing 
standard  for  estimating  its  advance  or  retreat  upon  the  line  of  human 
progress. 

"But  the  special  reason  just  alluded  to  is  yet  more  in  point  at  this 
time.  It  is,  that  there  is  no  department  of  human  exertion  whose 
annals  are  more  brilliant  with  displays  of  industry,  talent,  and  genius, 
whether  successful  or  unsuccessful,  and  consequently  none  in  which  a 
reference  to  the  past  will  afford  such  abundant  materials  for  improve- 
ment in  the  present.'' 

Urging,  therefore,  the  publication  of  this  monograph  and  the  encour- 
agement of  this  new  line  of  educational  inquiry  to  be  continued  by  the 
Bureau  of  Education,  not  only  in  the  South  but  in  the  North-west  and 
South-west  and  beyond  the  Mississippi,  where  such  inquiries  are  most 
needed, 

1  have  the  honor  to  be,  very  respectfully,  your  obedient  servant, 

K.  H.  R.  DAWSON, 

Commissioner, 
Approved : 

L.  Q.  C.  Lamak, 

Secretary. 


EDUCATION  IN  NORTH  CAROLINA. 


CHAPTER  I. 

^EDUCATION  DURING  TOE  PROPRIETARY  GOVERNMENT- 

1GG3-1729. 


INTRODUCTION. 

During  the  first  sixty-five  years  of  the  colonial  history  of  North  Car- 
olina there  were  but  few  schools,  and  these  were  ill-attended.  Com- 
pared with  the  Xew  England  colonies,  a  great  difterenceis  observed  in 
the  attention  given  to  education  during  this  period,  and  historians,  with- 
out considering  all  the  facts  in  the  case,  have  reproached  North  Caro- 
lina with  want  of  zeal  in  this  direction.  For  this  difference  there  are 
several  causes.  New  England  was  peopled  b^'  colonies,  and  the  estab- 
lishment of  towns  was  coeval  with  the  settlements.  The  people  were 
forced  by  circumstances  to  live  together,  and  this  tended  to  strengthen 
the  bonds  of  union  between  them  and  to  unite  them  in  all  objects  relat- 
ing to  the  common  welfare.  Then,  too,  the  people  of  each  community 
were  generally  of  the  same  religious  faith,  and  their  preachers  were  at 
the  same  time  the  teachers  of  their  schools. 

Let  us  now  see  how  it  was  with  North  Carolina.  This  province  was 
occupied  by  individual  families,  and  although  the  first  permanent  set- 
tlement was  made  about  IGOO,  there  was  no  town  until  Bath  was  located 
in  1704.  The  population  was  chiefly  confined  to  the  territory  north  of 
Albemarle  Sound,  west  of  the  Chowan  River,  and  the  territory  between 
the  two  sounds,  Albemarle  and  Currituck.  The  people  were  scattered 
sparsely  here  and  there  along  the  shores  of  the  sounds  and  on  the 
banks  of  the  water-courses.  Bancroft  says :  "  Here  was  a  colony  of  men 
from  civilized  life,  scattered  among  the  forests,  hermits  with  wives  and 
children,  resting  on  the  bosom  of  nature,  in  perfect  harmony  with  the 
wilderness  of  their  gentle  climC.  With  absolute  freedom  of  conscience, 
benevolent  reason  was  the  simple  rule  of  their  conduct."  ^ 

As  late  as  1709  the  Rev.  William  Gordon,  writing  to  the  secretary  of 
the  Society  for  the  Propagation  of  the  Gospel  in  Foreign  Parts,  referring 


»  Bancroft's  United  States  (1843),  Vol.  II,  p.  154. 

13 


14  HISTOKY    OF    EDUCATION    IN   NORTH    CAROLINA. 

to  the  settlement  on  the  Pamlico  Eiver,  has  this  to  say  of  the  only  town 
in  the  province :  "Here  is  no  church,  though  they  have  begun  to  build 
a  town  called  Bath.  It  consists  of  about  twelve  houses,  being  the  only 
town  in  the  whole  province.  They  have  a  small  collection  of  books 
for  a  library,  which  were  carried  over  by  the  Eev.  Dr.  Bray,  and  some 
land  is  laid  out  for  a  glebe."  ^  About  this  time  Beaufort  was  laid  out 
for  a  town,  and  a  little  later  ISTewbern  was  settled  by  the  Swiss.  There 
were  many  differences  in  religious  belief  among  the  people,  and  secta- 
rian disputes  often  led  to  serious  difficulties.  "  The  population  of  the 
colony  in  1703,"  says  Martin,  "  was  composed  of  individuals  of  different 
nations,  and  consequently  of  various  sects:  Scotch  Presbyterians,  Dutch 
Lutherans,  French  Calvinists,  Irish  Catholics,  English  Churchmen, 
Quakers,  and  Dissenters;  emigrants  from  Bermuda  and  the  West  Indies,  | 
which,  from  their  late  settlements,  could  not  be  places  remarkable  for 
the  education  of  young  people  in  Christianity  and  morality."  ^ 

North  Carolina's  best  known  historian  says :  "  Under  these  circum- 
stances, with  families  far  removed  from  each  other,  with  religious  dis- 
putes flagrant,  and  indeed  all  the  politics  of  the  colony  turning  on  re- 
ligious dissensions,  it  is  easy  to  see  why  there  was  but  little  progress 
made  in  establishing  schools,"^  We  thus  see  from  the  very  nature  of 
things  that  the  village  schools  of  New  England  were  an  impossibility 
here. 

Schools  were  for  a  long  time  neglected,  no  provision  for  their  main- 
tenance being  made  by  the  Government.  But  it  must  not  be  under- 
stood that  the  inhabitants  were  in  dense  ignorance  and  wholly  devoid  of 
educational  facilities.  We  are  told  that  "  there  were  many  highly  edu- 
cated citizens  scattered  throughout  the  province,  who  lived  with  consid- 
erable style  and  refinement.  Sturdy,  honest,  and  hospitable  agricultu- 
rists gathered  around  themselves  elements  of  large  future  development, 
and  their  premises  showed  wealth,  industry,  and  care."*  Yet,  notwith- 
standing this,  it  must  be  confessed  that  among  the  poorer  classes  there 
was  a  vast  amount  of  ignorance.  Wheeler  says  that  there  were  not  only 
men  of  learning,  culture,  and  refinement  in  the  colony,  but  also  "men 
of  means  who  contributed  to  found  libraries,  to  erect  churches,  and  to 
promote  the  welfare  of  the  people.  Moseley,  Hyde,  Swann,  Porter, 
Lillington,  Harv6y,  Sanderson,  Pollock,  Lowe,  the  son-in-law  of  Gov- 
ernor Archdale,  and  others  too  numerous  to  mention,  were  men  who 
were  not  indifferent  to  education.  If  the  facts  could  be  unearthed,  it 
would  probably  appear  that  there  were  many  good  schools  in  the 
province."  ^ 

Dr.  Brickell,  in  his  account  of  the  Present  State  of  North  Carolina, 
written  about  1730,  after  giving  an  account  of  the  government,  courts, 

1  North.  Carolina  Colonial  Records,  Vol.     ^  Wheeler's  Reminiscences,  p.  258. 

I,  p.  717.  -•  Vass's  Eastern  North  Carolina,  p.  21. 

2  Martin's  North  Carolina,  Vol.  I,  p.  218.       ^  Wheeler's  Remiuiscenoes,  p.  259. 


•   EDUCATION    UUKINU    THE    rivOPlilErARV    UOVEKNMENT.         15 

and  the  speedy  maimer  of  securing  justice,  enumerates  some  of  the  laws, 
and  adds:  "These,  and  many  other  good  hiws  that  are  to  be  met  with 
iu  this  province,  make  it  one  of  the  best  and  mildest  governments  to' 
live  under  in  all  America."^ 

The  inhabitiints  are  characterized  as  "  good  economists,  remarkably 
kind  to  strangers  and  those  in  distress."  Such  a  people  could  not 
have  constituted  the  lawless,  irreligious,  ai)athetic,  and  iguoraut  com- 
munity described  by  Mr.  John  Fiske  in  Harper's  Magazine  for  Feb- 
ruary, 1SS3,  in  an  article  entitled  "  Maryland  and  the  Far  South  in  the 
Colonial  Period,"-  and  by  Lodge  in  his  History  of  the  English  Colonies 
in  America.  Professor  Fiske,  iu  the  article. referred  to,  shows  an  igno- 
rance of  his  subject  which  is  inexcusable,  and  after  other  misrepresen- 
tations adds  that,  "  Until  just  before  the  war  for  Independence  there 
was  not  a  single  school,  good  or  bad,  iu  the  whole  colony.  It  need  not 
be  added  that  the  people  were  densely  ignorant."  Lodge  says :  "  There 
was  scarcely  any  means  of  education,  and  no  literature  whatever.  Print- 
ing was  not  introduced  until  ITClj^z-and  at  the  time  of  the  Eevolutiou 
there  were  only  two  schools,  lately  incorporated  at  Newbern  and  Eden- 
ton,  in  the  whole  province.  An  act  of  the  year  1770,  to  endow  Queen's/ 
College  at  Charlotte,  was  repealed  by  proclamation,  and  even  after  the 
war  for  Independence,  with  the  exception  of  a  feeble  academy  at  Hills- 
borough, iu  all  relating  to  educatiou  North  Carolina  was  far  behind 
the  other  States."  In  this  connection  he  adds  that  "  The  people  were 
very  lawless,  and  averse  to  order  and  government,  although  they  had  a 
keen  perception  of  their  own  rights,  as  is  shown  by  the  passage  of  an 
act  to  secure  the  habeas  corpus  as  early  as  the  year  1715.  They  fell 
in  eagerly  with  the  movement  against  England,  etc.  *  *  *  But  it  is 
a  strong  i^roof  of  the  vigor  and  soundness  of  the  English  race  that  this 
lawless,  apathetic  people  finally  raised  themselves  in  the  scale  of  civili- 
zation, and  built  up  a  strong  aud  prosperous  State."  * 

To  see  how  a  greater  historian  views  this  same  period  of  the  history 
of  North  Carolina  it  is  only  necessary  to  add  the  following  quotation 
from  Bancroft :  "Are  there  any  who  doubt  man's  capacity  for  self-gov-  ^J 
ernment,  let  them  study  the  history  of  North  Carolina;  its  inhabitants 
were  restless  and  turbulent  in  their  imperfect  submission  to  a  govern- 
ment imposed  on  them  from  abroad  ;  the  administration  of  the  colony 
was  firm,  humane,  and  tranquil  when  they  were  left  to  take  care  of  them- 
selves. Any  government  but  one  of  their  own  institution  was  oppres- 
sive." '•" 


'  Brickeli's  North  Carolina,  p.  29. 
.    -  For  reply  to  this  article  see  the  Introduction  to  Part  III  of  Wheeler's  Reminiscences: 
"  Xorth  Carolina  in  the  Colonial  Period,"  by  Daniel  R.  Goodloe,  to  which  the  writer 
is  indebted  for  valuable  sujjgestious. 

'The  first  printing  press  was  brought  to  the  i)roviuce  in  174U,  aud  the  laws  were 
printed  at  Xewbcrn  in  1752. 

■•  Lodge's  English  Colonies,  p.  157. 

5  Bancroft's  United  States  (1843),  Vol.  II,  p.  158. 


16  HISTOEY    OF    EDUCATION    IN    NORTH    CAROLINA. 

A  careful  reading  of  the  following  pages  will  prove  conclusively  that 
the  above  statements  of  Fiske  and  Lodge  are  not  warranted  by  the 
facts,  and  that  North  Carolina  in  her  educational  as  in  her  Ecvola- 
tionary  history  has  reason  to  be  proud  of  her  record. 

EDUCATIONAL  BEGINNINGS — THE  FIRST  SCHOOLS. 

In  1692  Dr.  Oompton,  Bishop  of  London,  determined  to  know  more 
of  the  church  in  the  colonies,  and  appointed  Dr.  Bray  to  be  his  com- 
missary in  Maryland.  Dr.  Bray  gave  North  Carolina  her  first  public 
library,  established  at  Bath.  On  receiving  the  report  of  Dr.  Bray, 
Bishop  Compton  went  to  the  King  and  obtained  from  him  a  bounty  of 
twenty  pounds  to  every  minister  who  would  go  over  to  America ;  but 
Carolina  profited  but  little  from  this.^ 

The  earliest  account  that  we  have  of  teachers  in  North  Carolina  is 
the  report  of  Dr.  John  Blair,  who  came  as  a  missionary  to  the  colony  in 
1704.  He  states  that  the  settlers  had  built  small  churches  in  three  pre- 
cincts, and  had  appointed  a  lay  reader  in  each,  who  were  supplied  by 
him  with  sermons.^  We  know  that  these  lay  readers  were  school- 
masters, from  the  evidence  of  Dr.  John  Brickell,  a  naturalist  of  note 
who  had  travelled  through  the  settlements  in  North  Carolina  in  the 
early  part  of  the  eighteenth  century,  and  published  in  Dublin,  in  1737, 
the  Natural  History  of  North  Carolina,  with  an  Account  of  the  Trade, 
Manners,  and  Customs  of  the  Christian  and  Indian  Inhabitants.  He 
says:  ''The  religion  by  law  established  is  the  Protestant,  as  it  is 
professed  in  England,  and  though  they  seldom  have  orthodox  clergy- 
men [he  means  those  of  the  Church  of  England]  among  them,  yet  there 
are  not  only  glebe  lands  laid  out  for  that  use  commodious  to  each  town, 
but  likewise  for  building  churches.  The  want  of  these  Protestant  clergy 
is  generally  supplied  by  some  school-masters  who  read  the  Liturgy,  and 
^  then  a  sermon  out  of  Dr.  Tillotson  or  some  good  practical  divine  every 
Sunday.  These  are  the  most  numerous  and  are  dispersed  through  the 
whole  province."  ^ 

About  1705  Mr.  Charles  Griffin  came  from  some  part  of  the  West  In- 
dies to  Pasquotank,  and  opened  a  school  which  was  patronized  by  all 
classes.  Eev.  William  Gordon,  who  came  from  England  as  a  missionary 
in  1708,  in  a  letter  to  the  secretary  of  the  Society  for  the  Propagation 
of  the  Gospel,  written  in  1709,  alludes  to  the  fact  that  the  Quakers  in 
Pasquotank  were  sending  their  children  to  the  school  of  a  lay  reader 
of  the  church,  named  Griffin.* 

Eev.  Mr.  Gordon  established  a  church  in  Chowan  Precinct,  at  the 
head  of  Albemarle  Sound,  in  the  settlement  which  afterwards  became 

1  Hawks's  North  Carolina,  Vol.  XI,  p.  338  ;  Nortli  Carolina  Colonial  Records,  Vol. 
I,  p.  571  et  seq. 

2  North  Carolina  Colonial  Records,  Vol.  I,  p,  601. 
^Brickell's  North  Carolina,  p.  35. 

"» North  Carolina  Colonial  Records,  Vol.  I,  p.  716, 


EDUCATION    DURING    THE    PROrRIETARY    GOVERNMENT.         17 

Edeutou.  Eev.  James  Adams  having  settled  ia  rasquotaiik,  the  school 
in  that  settlement  was  transferred  to  him,  and  Mr.  Gritliu,  at  the  in- 
stance of  Mr.  Gordon,  was  elected  lay-reader  of  the  church  and  clerk  of 
the  Chowan  vestry,  and  opened  a  school  in  that  parish,  text-books  for 
the  pupils  being  furnished  by  the  rector,  Mr.  Gordon.^ 

In  a  letter  to  John  Chamberlaine,  Esq.,  of  the  Society  for  the  Propa- 
gation ot  the  Gospel,  dated  *'  Chowan,  in  North  Carolina,  July  25, 1712," 
tlieRev.G.  Eainsford,  a  missionary  to  the  colony,  says  :  ^'I  had  several 
conferences  with  one  Thomas  Hoyle,  king  of  the  Chowan  Indians,  who 
seems  very  inclinable  to  embrace  Christianity  and  proposes  to  send  his  son 
to  school  to  Sarum  to  have  him  taught  to  read  and  write  by  way  of  foun- 
dation in  order  to  a  farther  proficiency  for  the  reception  of  Christianity. 
X  readily  ofl'eredmy  service  to  instruct  him  myself,  and  having  the  oppor- 
tunity of  sending  him  to  Mr.  Garratt's,  where  I  lodge,  being  but  three 
miles  distance  from  his  town.  But  he  modestly  declined  it  for  the  present 
till  a  general  peace  was  concluded  between  the  Indians  and  Christians. 
I  found  he  had  some  notion  of  Noah's  flood,  which  he  came  to  the  knowl- 
edge of  and  expressed  himself  after  this  manner,  'My  father  told  me,  I 
tell  my  son.'  But  I  hope  in  a  little  time  to  give  the  society  a  better  ac- 
count of  him  as  well  as  of  those  peaceable  Indians  under  his  command. 
There's  one  Mr.  Washburn  who  keeps  a  school  at  Sarum,  on  the  fron- 
tiers of  Virginia,  between  the  two  governments,  and  neighboring  upon 
two  Indian  towns  who,  I  find  by  him,  highly  deserve  encouragement, 
and  could  heartily  wish  the  society  would  take  it  into  consideration  and 
be  pleased  to  allow  him  a  salary  for  the  good  services  he  has  done  and 
may  do  for  the  future.  What  children  he  has  under  his  care  can  both 
write  and  read  very  distinctly  and  gave  before  me  such  an  account  of 
the  grounds  and  principles  of  the  Christian  religion  that  strangely  sur- 
prised me  to  hear  it.  The  man  upon  a  small  income  would  teach  the 
Indian  children  gratis  (whose  parents  are  willing  to  send  them  could 
they  but  pay  for  their  schooling)  as  he  would  those  of  our  English  fam- 
ilies had  he  but  a  fixed  dependency  for  so  doing,  and  what  advantage 
would  this  be  to  private  families  in  particular  and  the  whole  colony  in 
general  is  easy  to  determine."^ 

The  above  account  represents  the  state  of  education  under  the  rule  of 
the  Lords  Proprietors.  It  is  probable  that  there  were  other  schools, 
but  certainly  none  of  higher  grade.  We  are  told  by  the  Kev.  Francis 
L.  Hawks,  D.  D.,  in  his  excellent  history  of  this  period-,  that  among  the 
higher  classes  many  were  educated  in  England.  Governors,  judges, 
councillors,  lawyers,  and  clergy  furnish  evidence  from  their  letters  and 
other  documents  that  there  was  no  deficiency  of  education  among  the 
higher  classes.  Libraries  at  Bath  and  Edenton  possessed  many  valua- 
ble books,  showing  that  those  who  read  them  had  cultivated  minds. 
Gale,  Little,  Mosele^*,  and  Swann  were  fit  associates  for  the  most  intelli- 

» North  Carolina  Colonial  Records,  Vol.  I,  pp.  6d4,  714,  71G.        -Ibid.,  p.  859. 
17037— No.  2 2 


18  HISTOEY    OF   EDUCATION    IN    NORTH    CAROLINA. 

gent  men  in  any  of  the  English  provinces  of  their  day.  In  determining 
the  boundary  between  I^orth  Carolina  and  Virginia,  Swann  and  Moseley 
proved  themselves  better  mathematicians  than  the  members  of  the 
commission  from  Virginia.  The  only  author  in  the  colony  during  this 
period,  so  far  as  is  known,  was  the  Surveyor-General  Lawson,  who 
wrote  a  history  of  the  colony,  which  was  published  after  his  death  in 
1714.1 

A  careful  examination  of  the  records  of  the  colony  while  under  pro- 
prietary government  shows  only  one  instance  in  which  help  was  af. 
forded  to  literature.  This  was  an  act^  for  the  preservation  of  the 
library  given  by  Dr.  Bray,  to  which  reference  has  been  made.  This  act 
provided  that  a  librarian  should  be  appointed,  that  catalogues  should 
be  prepared,  and  that,  under  certain  conditions^  books  might  be  taken 
from  the  library.  It  was  provided  that  if  the  books  were  not  returned' 
within  a  specified  time  fines  should  be  paid.  No  further  thought  seems 
to  have  been  given  by  the  Government  for  the  promotion  of  education. 

EDENTON  PUBLIC   LIBRARY. 

As  an  evidence  of  the  culture  of  some  of  the  inhabitants,  a  catalogue 
of  books  presented  to  the  public  library  at  Edeuton  about  1725  is 
given.  Their  character,  and  it  is  to  be  supposed  that  they  were  suited 
to  the  comprehension  of  at  least  a  portion  of  the  inhabitants,  is  an  evi- 
dence of  higher  education. 

\_From  North  Carolina  Letter-Book  of  the  Society  for  the  Propagation  of  the  Gospel.^'\ 

"A  catalogue  of  books  humbly  presented  by  Edward  Mosely,  Esq.,  to 
the  Honorable  and  most  August  Society  for  the  Propagation  of  the  Gos- 
pel in  Foreign  Parts,  towards  a  Provincial  Library  to  be  kept  in  Eden- 
ton,  the  Metropolis  of  Xorth  Carolina." 


FOLIOS. 

Pool's  Synopsis  Criticorum,  5  vols. 
T.Augustine  Opera,  10 vols.,  Col.  Agrip., 

1616. 
Tanti  in  quartour  Libros  Regum,  etc. 
Tanti  in  Jeremiam. 
Tanti  in  Ezechuelem. 
Tyntagma  Theologia  Christiause. 
Leigh's  Body  of  Divinity. 
Deodati's  Annotations  on  the  Holy  Bible. 
Ancient  Histories  of  Eusebius,  Socrates, 

and  Evagrius. 
Jimson's  History  of  the  Church. 


QUARTOS. 

Answer  to  a  Challenge  made  by  a  Jesuite. 

Buridani  Questione  in  8to.  Libe  Col.  Aris- 
tolelis. 

Prideaux's  Fascioulus  Controv.  Theologi- 
carum. 

Cartwriglit's  Harmonica  Evangelica. 

Notations  in  Totam.  Scrip.  Sacram. 

History  of  the  Church  of  Great  Britain. 

Billson's  True  Difference  between  Chris- 
tian Subjection,  etc. 

Ball's  Answer  to  Canns's  two  Treatises. 

Brickluck's  Protestant  Evidence. 


1  Hawks's  North  Carolina,  Vol.  II,  p.  370. 

*Lawa  of  North  Carolina,  Davis's  Revisal  (Newborn,  1752),  p.  203. 

3  North  Carolina  Colonial  Records,  Vol.  11,  pp.  .583, 584.  The  list  has  been  copied  as 
it  appears  in  the  records,  though  many  mistakes  may  be  noticed  in  the  spelling  of  the 
names  of  titles  and  authors. 


EDUCATION    DURING    THE    TROPRIETARY    GOVERNMENT. 


19 


Rainoldi  De.  Roiuo  :  Kcclesia  Idolotatriii. 

I'ieres  Sunior  Iiiiploadod. 

Hems}',  Sac  Exercirad.  Novo  Tostauicn- 
tum. 

Cartwrigbt's  Couimmit  in  Prov.  Solo- 
mon is. 

Usher's  Brittamcarum  Eccles.  Anti(iui- 
tates. 

Ball's  Friomlly  Trial  of  the  grounds  of 
Separation. 


Francisco  Lo  Reos  Cursna  Pliilos.,  2  parts. 
Tertia  pars  Sum  Philos  and  quarta. 
Piccolomiuco  Univeras  Philos  do  Mori  bus. 
Da  Parci  Exorcital  IMiilosophicaruni. 
Da  Parci  Systima  Logica. 
Lensdeu's  Clavis  Greeca  uovoTestamenti. 
Baron ij  Motaphysica  Generalis. 
Dounams  Comment  Rami  Dialect, 
lah.  Regio  Comment  ac  disput  sojicarum. 
Salij  Ethica. 
Buxtoy's  Lexicon. 

Dialogue   in  Answer  to  a  Papish  Cate- 
chism. 
Auguetini  de  Civitate  Dei,  2  vols. 


Greek  Grammar. 

Itlmedonci  Do  Scripts  Dei  Verbo,  etc. 
Itummis  Comment  in  Evang — Sccmat. 
Eustachio   a   Sancto  Panlo  Sum  Philos. 

qua<lrip;i'rtit:e. 
ScheibluH  Libeo  Comment  Tapicorum. 
Schickard's  Hist,  riebroum. 
Melanchoris  Crouicon  Curionis. 
Calvin's  lustitutio  Christ.  Keligionis.   ' 
Davidis  Pares  Corpus  Doct.  Christiana. 
Aristotle's  Organon. 
Heckcrman's  Systima  S.  S.  Theologia. 
Buxtoyi  Epit.  Grammat.  Ilebrae. 
Hysclbcin's  Thearia  Logica. 
Amesins  doDivina  Predestinatione. 
Barouins  Annales  Ecclesiastico. 
Hugo  Gertius  Dcfonsio  fidei  Catbolicae. 
Augustini  Confessionum. 
Amesij  medulla  Theologica. 
Amesij  Rescript  Scolastica  ad  pic  Grevin- 

chori.j. 
Amesij  Tech  no  matria. 
Wendeliui  Christianae  Thedogia. 
Lactautij  Diviuarum  Institutionem. 
Pch  Cunai  de  Reb.  Hebraorum. 
Hebrew  Psalter. 


I 


CHAPTER  II. 

eduoatio:n^  dueing  the  peoyincial  and  state  gov- 
eenments  befoee  1800. 


GENERAL   SURVEY. 

At  the  date  of  the  transfer  of  authority  froth  the  Lords  Proprietors  to 
the  Crown  the  white  population  is  estimated  by  Martin  at  about  13,000. 
During  the  first  twenty  years  of  royal  rule  the  educational  condition  of 
the  masses  was  but  little  changed.  Throughout  the  colonial  period  it 
was  the  custom  of  gentlemen  of  means  living  in  the  country  to  main- 
tain tutors  for  their  children.  In  the  Cape  Fear  section  it  seems  to  have 
been  the  custom  from  1740  to  the  Eevolution  to  send  the  young  men  to 
Harvard  to  be  educated.^  It  will  be  remembered  that  this  section  was 
the  seat  of  the  New  England  colony  which  came  to  North  Carolina  about 
1660.  A  writer  in  the  Ealeigh  (N.  C.)  News  and  Observer  says,  "  We 
remember  to  have  beard  that  Mr.  William  Hill,  the  father  of  Hon.  Wil- 
liam Hill,  came  from  Boston  to  the  Cape  Fear  to  attend  the  wedding  of 
one  of  his  classmates." 

Wheeler  says  that  the  William  Hill  here  referred  to  was  graduated 
at  Harvard  in  1716,  and  came  to  North  Carolina  on  account  of  his  health, 
and  settled  at  Brunswick,  where  he  taught  school.  He  became  the 
ancestor  of  the  distinguished  Hill  family  on  Cape  Fear.  His  son, 
the  Hon.  William  Hill,  married  a  daughter  of  General  John  Ashe,  and 
represented  the  Wilmington  District  in  Congress  from  1799  to  1803. 
The  Hill  and  Ashe  families  were  for  many  years  patrons  of  Harvard. 
He  adds,  "  It  would  seem  that  while  the  Cape  Fear  region  largely  pat- 
ronized Boston,  the  north-eastern  section  sent  her  sons  to  England, 
and  the  Presbyterians  of  the  interior  sought  higher  education  at  Prince- 
ton."2  The  early  Governors  of  the  province  had  little  desire  to  promote 
popular  education,  and  as  a  rale  it  was  the  people,  and  not  the  Govern- 
ment, who  promoted  it  to  the  extent  to  which  it  was  carried.  It  is  a 
pleasure  to  note  an  exception  to  this  general  rule. 

FIRST  EFFORTS  FOR   GOVERNMENTAL  AID. 

It  is  said  that  "Gabriel  Johnston,  who  was  appointed  Governor  in 
1734,  was  the  first  who  urged  on  the  Assembly  the  importance  of  mak- 

1  Wheeler's  Keminiscences,  p>  257.  ^Ibid.,  p.  258. 

SO 


EDUCATIONAL    DEVELOPMENT,  1729-1800.  21 

iiig  some  iirovisioii  for  schools.  He  was  a  native  of  ScoUand  and  a  lit- 
erary man.  Having-  been  educated  in  the  University  of  St.  Andrews 
and  afterwards  professor  of  Oriental  Janguages  in  that  institution,  he 
knew  the  vahie  of  learning  and  wished  to  see  it  promoted  ;  but  when 
appropriations  were  made  for  it,  they  were  either  wasted  or  taken  to 
meet  some  other  demands  of  the  treasury."' 

In  173G  Governor  Johnston,  in  his  address  to  the  Legislature,  said : 
"  In  all  civilized  Societys  of  men,  it  has  always  been  looked  upon  as  a 
matfer  of  the  greatest  consequence  to  their  Peace  and  happiness,  to 
pollish  the  minds  of  young  Persons  with  some  degree  of  learning,  and 
early  to  instill  into  them  the  Principles  of  virtue  and  religion,  and  that 
the  Legislature  has  never  yet  taken  the  least  care. to  erect  one  school 
which  deserves  the  name,  in  this  wide  extended  country,  must  in  the 
judgment  of  all  thinking  men,  be  reckoned  one  of  our  greatest  mis- 
fortunes. To  what  puri)Ose,  Gentlemen,  is  all  your  toil  and  labour,  all 
your  pains  and  endeavors  for  the  advantage  and  enriching  your  fami- 
lies and  Posterity,  if  within  ourselves  you  canaot  afibrd  them  such  an 
education  as  may  qualify  them  to  be  useful  to  their  Country  and  to 
enjoy  what  you  leave  them  with  decency."  He  further  asked  them, 
among  other  things,  to  consider  a  country  "where  no  care  has  been 
taken  to  iuspire  the  j'outh  with  generous  sentiments,  worthy  Principles, 
or  the  least  tincture  of  literature,"  and  then  added,  "  lay  your  hands 
upon  your  hearts  and  consider  how  you  can  answer  it  to  God  and  your 
own  consciences,  how  you  can  answer  it  to  your  country  or  your  Pos- 
terity, if  you  either  neglect  this  opportunity  of  pursuing  such  valuable 
ends,  or  are  diverted  from  it  by  the  trifling  arts  of  designing  men."^ 

The  General  Assembly  in  their  reply  to  the  address  of  the  Governor 
said:  "We  lament  very  much  the  want  of  Divine  Publick  worship  (a 
crying  scandal  in  any,  but  more  especially  in  a  Christian  community) 
as  well  as  the  general  neglect  in  point  of  education,  the  main  sources 
of  all  disorders  and  corruptions,  which  we  should  rejoice  to  see  removed 
and  remedyed,  and  are  ready  to  do  our  parts  towards  the  reformation  of 
such  flagrant  and  prolifick  evils."'  Although  so  much  was  said  about 
the  encouragement  of  education  and  the  establishing  of  schools,  no  pro- 
vision was  made  nor  bill  introduced  looking  to  that  end  at  this  session 
of  the  Assembly. 

FIRST  SCHOOL  LEGISLATION. 

The  first  account  we  have  of  legislative  enactment  for  the  promotion 
of  schools  is  to  be  found  in  the  legislative  journals  of  the  General  As- 
sembly held  in  Newbern,  April  8-20, 1745.  On  April  15th,  "Mr.  Craven 
brought  in  a  Bill  for  an  act  to  Impower  the  Commissioners  for  the  town 


'  Caruthers's  Life  of  Caldwell,  i>.  77. 

"North  Caroliua  Colonial  Records,  Vol.  IV,  pp.  227,228. 

3/6W.,p.  231. 


22  HISTOEY    OF    EDUCATION   IN   NORTH    CAROLINA. 

of  Edenton  to  keep  ia  repair  the  Town  fence,  &  to  erect  and  build  a 
Pound  Bridges  Public  Wherf  &  to  erect  and  build  a  school  house  in  the 
said  Town  and  other  purposes,  which  he  read  in  his  place."  On  April 
19th  this  bill  had  passed  its  several  readings,  and  was  sent  to  the  Coun- 
cil for  approval,  receiving  the  Governor's  assent  the  following  day.^ 

The  first  act  establishing  a  free  school  by  the  Government  was  passed 
in  1749.2  This  would  seem  to  discredit  the  statement  made  by  various 
historians  of  tlie  State  that  the  first  school  of  any  kind  established  by 
the  Government  was  at  Newbern,  in  1764. 

SCOTCH-lRlSH  IMMIGRATION — MARKED  EDUCATIONAL  ADVANCEMENT. 

There  was  no  marked  educational  advancement  manifested  till  the 
arrival  of  the  Scotch-Irish,  who  began  to  settle  in  the  State  in  large 
numbers  about  1736 ;  this  immigration  continued  till  1776,  the  new  com- 
ers bringing  with  them  in  a  great  measure  the  same  spirit  and  the  same 
principles  that  prompted  the  establishing  of  Icolumkill  and  Lindisfarne. 

The  history  of  the  introduction  of  this  people  into  North  Carolina  is 
concisely  stated  by  the  Eev.  J.  Eumple,  D.  D.,  in  the  Home  Maga- 
zine of  March,  1881,  as  follows:  "In  June,  1736,  Henry  McCulloch, 
from  the  j)rovince  of  Ulster,  Ireland,  secured  a  grant  from  George  II 
of  64,000  acres  in  the  present  county  of  Duplin,  and  introduced  into  it 
between  three  and  four  thousand  emigrants  from  his  native  county. 
These  were  the  Scotch-Irish  descendants  of  the  Scotch  settlers  whom 
James  I  had  induced  to  move  to  Ireland  and  occupy  the  immense  do- 
mains that  escheated  to  the  Crown  after  the  conspiracy  of  the  Earls  of 
Tyrconnel  and  Tyrone  in  1604.  About  the  same  time  (1730-1740)  the 
Scotch  began  to  occupy  the  lower  Cape  Fear,  and  after  the  fatal  battle 
of  CuUoden  Moor,  in  1746,  great  numbers  of  Highlanders  implicated  in 
the  rebellion  of  'Prince  Charlie'  emigrated  to  America,  and  occupied 
the  counties  of  Bladen,  Cumberland,  Eobeson,  Moore,  Eichmoud,  Har- 
nett, and  parts  of  Chatham  and  Anson.  Thus  it  happened  that  the 
Scotch  obtained  the  ascendency  in  the  region  of  the  upper  Cape  Fear, 
and  have  retained  it  till  this  day.  • 

"In  the  meantime  thousands  of  Scotch-Irish  from  the  province  of 
Ulster,  Ireland,  laboring  under  disabilities  in  consequence  of  their  re- 
ligion, began  to  seek  homes  in  America.  Most  of  them  landed  at  Phil- 
adelphia and  a  few  at  Charleston.  The  northern  stream  first  flowed 
westward  to  Lancaster  County,  Pa.,  and  the  Alleghany  Mountains, 
and  as  the  French  and  Indian  War,  about  the  time  of  Braddock's  defeat 
(1755),  rendered  frontier  life  dangerous  in  Pennsylvania,  multitudes 
changed  their  course  and  moved  down  parallel  to  the  Blue  Eidge 
through  Virginia  and  North  Carolina,  till  they  met  the  other  stream  of 
their  countrymen  that  was  moving  upward  from  Charleston  along  the 

1  Nortli  Carolina  Colonial  Records,  Vol.  IV,  pp.  783, 788,  790.  « lUd.,  p.  977. 


EDUCATIONAL   DEVELOPMENT,  1729-lSOO.  23 

banks  of  the  Sautee,  Wateree,  Broatl,  Pacolet,  Eiinoree,  and  Saluda 
Kivers.  And  this  was  the  way  the  Scotch-Irish  came  into  this  region, 
beginning  to  arrive  about  1736  and  continuing  to  the  ojiening  of  the 
Revolution  in  1770,  during  forty  years." 

From  the  arrival  of  these  immigrants  dates  the  impulse  for  the  es- 
tablishment of  schools  throughout  the  State.  It  is  to  the  Presbyterian 
Church  that  North  Carolina  owes  the  establishment  of  her  first  classi- 
cal schools,  and  during  the  second  half  of  the  eighteenth  century  the 
history  of  education  in  this  State  is  inseparably  connected  with  that  of 
this  denomination,  llev.  Dr.  Rumple,  in  writing  of  this  period,  says: 
"And  so  the  Presbyterian  Church  of  this  age  has  regarded  it  as  indis- 
pensable to  her  welfare  to  niaintaiu  schools  where  her  sons  should  learn 
to  read  the  Latin  tongue,  the  language  of  western  Christianity,  and 
the  Greek,  in  which  the  New  Testament  was  written,  as  well  as  the 
mathematics  and  the  liberal  sciences — the  '  Trivium '  and  the  '■  Quad- 
rivium.'" 

About  1745  the  New  York  and  Pennsylvania  Synods  of  the  Presby- 
terian Church  began  to  send  missionaries  to  North  Carolina.  Numer- 
ous churches  were  established,  and  in  nearly  every  instance  a  school 
was  planted  by  the  church.  "Almost  invariably,"  says  Foote,  "  as 
soon  as  ar  neighborhood  was  settled,  preparations  were  made  for  the 
preaching  of  the  Gospel  by  a  regular  stated  pastor,  and  wherever  a 
pastor  was  located,  in  that  congregation  there  was  a  classical  school, — 
as  in  Sugar  Creek,  Poplar  Tent,  Centre,  Bethany,  Buffalo,  Thyatira, 
Grove  [Duplin  County],  Wilmington,  and  the  churches  occupied  by  Pa- 
tillo  in  Orange  and  Granville  [Counties]."  ' 

THE  INFLUENCE  OF   THE   COLLEGE   OF  NEW  JERSEY. 

In  North  Carolina,  as  in  several  other  States,  the  higher  education 
owes  its  first  impulse  to  the  Presbyterian  Church  and  Princeton  Col- 
lege. 

Presbyterian  missionaries,  graduates  of  Princeton,  sent  to  this  State 
in  the  first  half  of  the  eighteenth  century  by  the  Pennsylvania  and 
New  York  Synods,  gathered  the  scattered  families  of  their  faith  into 
churches,  and  by  the  side  of  the  church  was  planted  a  classical  school. 

For  more  than  half  a  century  Princeton  influence  was  predominant 
in  North  Carolina.  Many  of  the  leading  divines,  teachers,  and  politi- 
cians were  alumni  of  that  institution,  as  is  demonstrated  by  the  follow- 
ing list  of  native  and  adopted  sons  of  the  State  who  were  graduated  by 
that  institution  in  the  eighteenth  century.  The  first  of  these  to  make  his 
home  in  North  Carolina  was  the  Rev.  Hugh  McAden,  class  of  1753,  a 
native  of  Pennsylvania,  who  came  as  a  missionary  in  1755.  His  biogra- 
pher says  he  was  one  of  the  chief  founders  of  the  Presbyterian  Church 
in  the  Southern  States. 

'  Foote's  Sketches  of  North  Caroliua,  p.  513. 


24  HISTORY   OF   EDUCATION   IN   NORTH    CAROLINA. 

One  of  tbe  most  prominent  public  men  of  this  period  was  Alexander 
Martin,  class  of  1756,  whose  father  came  from  New  J  ersey  to  this  State. 
He  was  a  colonel  in  the  Eevolutionary  War.  In  1782,  and  again  in  1789, 
he  was  elected  Governor  of  the  State.  From  1793  to  1799  he  was  in 
the  United  States  Senate.  His  alma  mater  conferred  the  degree  of 
LL.  D.  upon  him  in  1793. 

Among  the  ablest  of  those  who  came  from  New  Jersey  was  the  Eev. 
Alexander  McWhorter,  class  of  1757,  who  organized  several  churches 
and  rendered  valuable  service  to  the  cause  of  education.  In  later  life 
he  returned  to  his  native  State. 

In  1777  Samuel  Spencer,  class  of  1759,  a  native  North  Carolinian, 
was  elected  one  of  the  judges  of  the  superior  court  at  the  first  election 
under  the  Constitution. 

The  services  of  Joseph  Alexander,  class  of  1760,  and  Eev.  David 
Caldwell,  class  of  1761,  as  ijioneer  promoters  of  education  in  the  State, 
are  referred  to  in  the  sketches  of  Queen's  College  and  Caldwell's  School. 

The  Eev.  John  Close,  class  of  1763,  is  remembered  as  an  earnest  pro- 
moter of  religion  and  education. 

A  well-known  name  in  the  history  of  the  State  is  that  of  Waightstill 
Avery,  class  of  1766,  a  native  of  Connecticut.  In  1769  he  began  the 
practice  of  law  in  Charlotte,  where  he  did  muck  to  advance  the  cause 
of  education  and  literature.  He  was  the  first  attorney-general  of  the 
State,  being  elected  to  that  position  in  1777. 

Ephraim  Brevard,  class  of  3768,  was  a  leading  spirit  of  the  Eevolu- 
tion,  and  one  of  the  signers  of  the  Mecklenburg  Declaration  of  Inde- 
pendence. 

The  class  of  1768  had  two  representatives  from  North  Carolina — Adlai 
Osborne  and  Thomas  Eeese.  The  former  was  one  of  the  original  trus- 
tees of  the  State  University  and  a  man  of  wide  influence.  The  latter 
won  distinction  in  another  State. 

Isaac  Alexander,  class  of  1772,  was  at  one  time  president  of  Liberty 
Hall  Academy.  The  Alexander  family  has  furnished  several  noted 
educators  to  the  State,  and  has  at  this  time  a  representative  in  the 
Faculty  of  the  University. 

The  Eev.  James  Templeton,  class  of  1772,  labored  for  several  years  in 
this  State. 

A  native  Carolinian,  Andrew  King,  class  of  1773,  after  graduating, 
made  his  home  in  New  York,  where  he  became  prominent. 

North  Carolina  is  interested  in  four  members  of  the  class  of  1774 — the 
Eev.  Stephen  Bloomer  Balch,  a  native  of  Maryland,  who  came  to  this 
State  in  early  life ;  Eev.  James  Hall,  a  Pennsylvanian,  an  account  of 
whom  is  given  in  the  sketch  of  Clio's  Nursery  j  David  Witherspoon,  a 
son  of  President  Witlierspoon,  of  Princeton,  who  became  prominent  as 
a  member  of  the  bar  in  Newbern  ;  and  John  Ewing  Calhoun,  who  en- 
tered college  from  North  Carolina,  but  afterwards  won  distinction  in 
South  Carolina. 


EDUCATIONAL    DEVELOPMENT,  iTL'O-iyOO.  25 

The  Eev.  Thomas  B.  Craighead,  class  of  1775,  was  a  native  of  North 
Carolina,  but  about  17S1  he  made  Tennessee  his  home.  He  was  one  of 
the  founders  of  Davidson  Academy,  which  afterwards  became  Nash- 
ville University,  and  was  its  first  president. 

In  1790  Spruce  McOay,  class  of  1775,  was  appointed  a  judge  of  the 
superior  court.  The  Rev.  James  McKee,  D.  D.,  of  the  same  class,  was 
an  earnest  friend  of  education  and  did  mucii  lor  its  promotion. 

The  class  of  1770  gave  two  Governors  to  the  State,— Natlianiel  Alex- 
ander and  William  Eichardson  Davie.  The  latter  was  a  native  of  Eng- 
land. He  was  a  prominent  soldier  of  the  Revolution,  and  a  member  of 
the  convention  that  framed  the  Constitution  of  the  United  States, 
though  his  absence  at  the  time  it  was  signed  prevented  his  name  being 
affixed  to  it.  In  1799  he  was  elected  Governor,  and  soon  after  that  was 
appointed  by  the  President  envoy  from  this  countr^^  to  France.  In 
the  sketch  of  the  University,  reference  is  made  to  his  efforts  in  behalf 
of  education. 

Edward  Graham,  class  of  1786,  was  a  successful  lawyer. 

Evan  Alexander,  class  of  1787,  was  a  member  of  the  State  Legislature 
from  1797  to  1803,  and  of  Congress  from  1805  to  1809. 

For  twenty -five  years  David  Stone,  class  of  1788,  was  prominent  in 
the  political  affairs  of  the  State.  He  was  an  able  champion  of  the 
University,  and  was  at  different  times  a  member  of  the  Legislature,  judge 
of  the  suijreme  court,  Governor,  member  of  Congress,  and  United  States 
Senator. 

The  Rev.  Thomas  Pitt  Irving,  class  of  1789,  was  principal  of  the  New- 
bern  Academy  from  1790  to  1812.  He  was  an  Episcopal  clergyman,  and 
was  regarded  as  one  of  the  best  Greek  scholars  of  his  day. 

Sketches  of  Robert  Hett  Chapman,  class  of  1789,  and  Joseph  Cald- 
well, class  of  1791,  earlj^  I)residents  of  the  University,  are  given  in  the 
history  of  that  institution. 

In  the  class  of  1793  were  graduated  John  McKnitt  Alexander,  M.  D., 
one  of  the  signers  of  the  Mecklenburg  Declaration  of  Independence,  and 
Charles  Wilson  Harris,  one  of  the  first  professors  of  the  University. 

One  of  North  Carolina's  most  distinguished  sons,  William  Gaston, 
was  graduated  in  1796.  He  represented  his  district  in  Congress  from 
1813  to  1817.  Daniel  Webster,  when  asked  ^'  Who  was  the  greatest  of 
the  great  men  of  the  '  War  Congress  ?' "  is  said  to  have  replied,  "  The 
greatest  man  was  William  Gaston."  In  1834  he  was  elected  one  of  the 
judges  of  the  supreme  court  of  North  Carolina,  which  position  he  held 
till  his  death,  in  1841.  The  opinions  which  he  rendered  while  on  the 
bench  "  are  not  only  monuments  of  legal  learning,  but  models  of  ele- 
gant literature."  The  degree  of  doctor  of  laws  was  conferred  on  him 
by  the  University  of  Pennsylvania,  1819 ;  Harvard,  1826 ;  University 
of  New  York,  1834  ;  and  Princeton,  1835. 

Frederick  Beasley,  class  of  1797,  was  a  distinguished  Episcopal  cler- 
gyman, and  was  at  one  time  provost  of  the  University  of  Pennsylvania. 


26  HISTORY    OF    EDUCATION   IN   NORTH    CAROLINA. 

James  W.  Clark,  of  the  same  class,  was  prominent  in  State  politics. 
In  1815  lie  was  elected  a  member  of  Congress,  and  in  1828  was  appointed 
chief  clerk  in  the  ISTavy  Department. 

The  last  E"orth  Carolinian  to  graduate  at  Princeton  in  the  eighteenth 
century  was  Frederick  I^ash,  class  of  1799,  who  became  a  distinguished 
lawyer  and  chief-justice  of  the  supreme  court  of  the  State.  Promi- 
nent among  those  who  studied  at  Princeton  but  did  not  graduate  was 
Nathaniel  Macon,  member  of  the  IsTational  Congress  from  1791  to  1828, 
and  several  times  speaker  of  the  House  and  president  ]^ro  tem.  of  the 
Senate.  Many  Carolinians  of  note  have  studied  there  during  the  pres- 
ent century,  but  since  the  establishment  of  Davidson  College  by  the 
Presbyterians  the  student  attendance  from  this  State  to  that  institu- 
tion has  almost  ceased. 

The  first  two  x^residents  of  the  University  were  graduates  of  Prince- 
ton, and  as  far  as  practicable  they  copied  the  curriculum  of  their  alma 
mater.  The  first  president  of  Davidson  College  was  graduated  at  the 
University  during  the  Caldwell  administration,  so  it  is  evident  that 
early  collegiate  education  in  Korth  Carolina  was  greatly  influenced  by  the 
College  of  ISTew  Jersey. 

EARLY     CLASSICAL      SCHOOLS — TATE'S     ACADEMY    AND     CEOWPIELD   : 

ACADEMY. 

The  Eev.  James  Tate,  a  Presbyterian  ministerfrom  Ireland,  was  among 
the  first  to  establish  a  classical  school  in  the  State.  Poote  says  that  he 
established  his  school  in  the  city  of  Wilmington  about  1760.^  At  that 
time  this  place  could  have  had  but  a  few  hundred  inhabitants.  This 
school  was  maintained  by  Mr.  Tate  for  about  eighteen  years,  but  so 
X)ronounced  and  violent  were  his  Whig  principles,  that  the  proximity  of 
British  power  rendered  it  unsafe  for  him,  so  he  removed  into  the  inte- 
rior, making  Hawfields,  in  Orange  County,  his  home. 

In  1760  Crowfield  Academy  was  opened  in  Mecklenburg  County,  in  the 
bounds  of  Centre  Presbyterian  Church  congregation,  about  two  miles 
from  where  Davidson  College  now  stands,  of  which  institution  this 
school  may  be  considered  the  germ,  and  on  that  account  is  worthy  of 
note.  Many  of  the  leading  spirits  of  the  Eevolution,  the  Davidsons, 
Osbornes,  and  others,  got  part  of  their  classical  training  in  this  acad- 
emy.^ Mr.  Leazar,  in  a  recent  address  at  Davidson  College,  said  that  this 
was  the  first  classical  school  in  the  State,  and  that  it  was  conducted  by 
some  of  the  most  learned  men  of  the  time, — "  the  Eev.  David  Kerr, 
graduate  of  the  University  of  Dublin,  and  afterwards  professor  in  the  ] 
University  of  ISTorth  Carolina;  Dr.  Charles  Caldwell,  later  a  distin- 
guished lirofessor  in  a  medical  school  in  Philadelphia,  and  others  of  like 
character."  Among  those  who  studied  here  he  mentions  "  Dr.  McKee, 
the  scholarly  divine ;  Dr.  James  Hall,  the  learned  and  military  parson; 
Dr.  Samuel  E.  McCorkle,  one  of  the  foremost  educators  of  his  genera- 


^  Foote's  Sketches  of  North  Carolina,  p.  178. 
-  Rumple's  Rowan  County,  pp.  84-85. 


EDUCATIONAL    DEVELOPMENT,  1729-1800.  27 

• 

tion ;  Col.  Adlai  Osborne,  the  wise  couusellor  and  able  defender  of  the 
people's  rights;  Dr.  Ephraim  Brevard,  author  of  the  Mecklenburg 
Declaration  of  Independence ;  and,  probably,  Iln'gh  Lawson  White,  the 
most  distinguished  citizen  of  our  daughter,  Tennessee,  during  the  first 
part  of  this  century."  Some  young  men  from  the  West  Indies  studied 
at  this  school. 

DR.  DAVID  CALDWELL'S  SCHOOL — ITS  INFLUENCE  UPON  NORTH  CARO- 
LINA AND  THE  SOUTH. 

The  most  illustrious  name  in  the  educational  history  of  North  Caro- 
lina is  that  of  the  Rev.  David  Caldwell,  D.  D.  For  many  years  "his  log 
cabin  served  for  North  Carolina  as  an  academy,  a  college,  and  a  theo- 
logical seminary." '  An  able  Presbyterian  divine,  the  Rev.  E.  B.  Cur- 
rie,  says  that  "  Dr.  Caldwell  as  a  teacher,  was  probably  more  useful 
to  the  church  thou  any  one  man  in  the  United  States."  In  1766  or  '67 
Dr.  Caldwell  established  his  classical  school  in  Guilford  County,  at 
that  time  the  north-eastern  part  of  Rowan  County,  about  three  miles 
from  where  Greensborough  now  stands.^  It  soon  became  one  of  the 
most  noted  schools  of  the  South,  and  we  are  told  that  to  have  passed 
through  the  course  of  study  given  here,  with  the  approbation  of  the 
teacher,  was  a  sufficient  recommendation  for  scholarship  in  any  section 
of  the  South. 

Dr.  Caldwell  was  a  full  graduate  of  Princeton,  and  such  was  his  rep- 
utation as  an  instructor  and  disciplinarian,  that  in  his  school  were  stu- 
dents from  all  of  the  States  south  of  the  Potomac.  It  is  claimed  that 
he  was  instrumental  in  bringing  more  men  into  the  learned  professions 
than  any  other  man  of  his  day,  certainly  in  the  Southern  States. 
While  many  of  his  students  continued  their  studies  at  Princeton,  and 
at  the  University  of  North  Carolina  after  the  establishment  of  that 
institution,  the  larger  number,  and  several  of  those  who  became  the 
most  distinguished  in  after-life,  never  went  anywhere  else  for  instruc- 
tion, nor  enjoyed  other  advantages  for  higher  education  than  those 
attbrded  at  his  school.  His  biographer  says :  "  Five  of  his  scholars 
became  Governors  of  different  States ;  many  more  members  of  Con- 
gress, some  of  whom  occupied  a  high  standing,  and  still  (1842)  occupy 
it;  and  a  much  greater  number  became  lawyers,  judges,  physicians, 
and  ministers  of  the  gospel.  It  would  be  a  credit  to  any  man  to  have 
been  the  instructor  of  such  men  as  Judge  Murphej^  Judge  McCoy,  and 
many  others  who,  in  the  same  road  to  honor  and  usefulness,  fell  very 
little,  if  any,  behind  them ;  and  to  one  who  knew  the  value  and  im- 
portance of  religion  as  he  did,  it  must  have  been  a  matter  of  very 
pleasant  reflection  that  he  had  been  instrumental  in  bringing  into  the 
gospel  ministry  such  men  as  the  Rev.  Samuel  E.  McCorkle,  D.  D.,  and 
the  Rev.  John  Anderson,  D.  D.,  who  died  a  few  years  since  in  Wash- 


1  The  early  classical  schools  of  the  Presbyterian  Church  in  North  Carolina,  Vir- 
ginia, and  New  Jersey  were  called  "  log  colleges." 
-Rumple's  Rowan  County,  i).  84. 


28  HISTORY    OF    EDUCATION    IN   NORTH    CAROLINA. 

ington  County,  Pa.,  and  many  others  who  were  burning  and  shining 
lights  in  the  world."  ^ 

DAVID  CALDWELL— HIS  LIFE  AND  HIS  WORK. 

Dr.  Caldwell's  life  presents  many  valuable  lessons,  and  a  short  sketch 
of  this  patriot  and  scholar  can  but  prove  interesting.  David  Cald- 
well, the  son  of  a  sturdy  Scotch-Irish  farmer,  was  born  in  Lancaster 
County,  Pa.,  March  22,  1725.  In  early  youth,  after  receiving  the  rudi- 
ments of  an  English  education,  he  was  apprenticed  to  a  carpenter,  and 
until  his  twenty-sixth  year  he  worked  at  the  bench.  He  then  decided  to 
enter  the  ministry,  and  his  first  steps  were  to  obtain  a  classical  education. 
For  some  time  he  studied  in  eastern  Pennsylvania  at  the  school  of 
Eev.  Eobert  Smith,  the  father  of  John  B.  Smith,  so  favorably  known  in 
Virginia  as  president  of  Hampden- Sidney  College,  and  of  the  Eev. 
Samuel  Stanhope  Smith,  D.  D.,  at  one  time  president  of  Princeton  Col- 
lege.^   Before  entering  college  he  taught  school  for  one  or  more  years. 

It  is  not  certainly  known  what  year  he  entered  Princeton,  though  he 
was  graduated  in  1761.  At  the  time  he  became  a  student  the  require- 
ments for  admission  were  as  follows :  "Candidates  for  admission  into 
the  lowest  or  Freshman  class  must  be  capable  of  composing  grammati- 
cal Latin,  translating  Virgil,  Cicero's  Orations,  and  the  four  Evangel- 
ists in  Greek ;  and  by  a  late  order  (made  in  Mr.  Davies's  administra- 
tion) must  understand  the  principal  rules  of  vulgar  arithmetic.  Candi- 
dates for  any  of  the  higher  classes  are  not  only  previously  examined, 
but  recite  a  fortnight  upon  trial,  in  that  r>articular  class  for  which  they 
ofler  themselves ;  and  are  then  fixed  in  that,  or  a  lower,  as  they  happen 
to  be  judged  qualified.  But,  unless  in  very  singular  and  extraordinary 
cases,  none  are  received  after  the  Junior  year. "  ^ 

His  assiduity  as  a  student  may  be  gathered  from  the  following  inci- 
dent related  by  Dr.  Caruthers  :  "  An  elderly  gentleman  of  good  stand- 
ing in  one  of  his  (Caldwell's)  congregations  stated  to  me  a  few  weeks 
since  that  when  he  was  a  young  man  Dr.  Caldwell  was  spending  a 
night  at  his  father's  one  summer  about  harvest,  and  while  they  were 
all  sitting  out  in  the  open  porch  after  supper,  a  remark  was  after  some 
time  made  about  the  impropriety  of  sitting  so  long  in  the  night  air,  when 
he  (Dr.  Caldwell)  observed  that,  so  far  as  his  own  experience  had  gone, 
there  was  nothing  unwholesome  in  the  night  air ;  for  while  he  was  in 
college,  he  usually  studied  in  it  and  slept  in  it,  duriag  the  warm  weather, 
as  it  was  his  practice  to  study  at  a  table  by  the  window,  with  the  sash 
raised,  until  a  late  hour,  then  cross  his  arms  on  the  table,  lay  his  head  on 
them,  and  sleep  in  that  position  till  morning.  This  was  not  very  far  be- 
hind the  most  inveterate  students  of  the  seventeenth  century,  whether 
in  Europe  or  America,  and  a  man  who  had  strength  of  constitution  to 

1  Caruthers's  Caldwell,  p.  31. 

^Foote's  Sketches  of  North  Carolina,  p,  232. 

^Maclean's  History  of  the  College  of  New  Jersey,  Vol.  I,  p.  272. 


EDUCATIONAL    DEVELOPMENT,  1729-1800.  29 

pursue  such  a  course  of  applicatiou,  though  of  moderate  abilities,  could 
hardly  fail  to  become  a  scholar." ' 

The  character  of  the  instruction  given  at  Priuceton  is  shown  by  the 
following  extract  from  an  account  of  the  college  by  President  Finley,  pub- 
lished in  1704 ;  and  as  Dr.  Caldwell  was  graduated  in  17Gl,it  is  to  be  sup- 
posed that  the  courses  are  substautiallj'  the  same  as  while  he  was  a  stu- 
dent. After  taking  his  degree  in  1701  he  taught  for  a  year  at  Cape  May, 
when  he  again  returned  and  took  a  graduate  course  and  at  the  same  time 
acted  as  tutor  in  languages,  so  it  is  certain  that  he  had  the  system  of  in- 
struction as  it  was  under  Dr.  Fiuley's  administration.  In  his  account  of 
the  courses  and  methods  President  Finley  says :  ''  As  to  the  branches  of 
literature  taught  here,  they  are  the  same  with  those  which  are  made  parts 
of  education  in  the  European  colleges,  save  only  such  as  may  be  occa- 
sioned by  the  infancy  of  this  institution.  The  students  are  divided  into 
four  distinct  classes,  which  are  called  the  Freshman,  the  Sophomore,  the 
Junior,  and  the  Senior.  In  each  of  these  they  continue  one  year,  giving 
and  receiving  in  their  turns  those  tokens  of  respect  and  subjection  which 
belong  to  their  standings,  in  order  to  preserve  a  due  subordination.  The 
Freshman  year  is  spent  in  Latin  and  Greek  languages,  particularly  in 
reading  Horace,  Cicero's  Orations,  the  Greek  Testament,  Luci  an's  Dia- 
logues, and  Xenophon's  Cyropedia.  In  the  Sophomore  year  they  still 
prosecute  the  study  of  the  languages,  particularly  Homer,  Longinus, 
etc.,  and  enter  upon  the  sciences,  geography,  rhetoric,  logic,  and  the 
mathematics.  They  continue  their  mathematical  studies  throughout 
the  Junior  year,  and  also  pass  through  a  course  of  natural  and  moral 
philosophy,  metaphysics,  chronology,  etc.;  and  the  greater  number,  es- 
pecially such  as  are  educating  for  the  service  of  the  church,  are  initiated 
into  the  Hebrew.  *  *  *  The  Senior  year  is  entirely  employed  in 
reviews  and  composition.  They  now  revise  the  most  improving  parts 
of  Latin  and  Greek  classics,  part  of  the  Hebrew  Bible,  and  all  the  arts 
and  sciences.  The  weekly  course  of  disputation  is  continued,  which  was 
also  carried  on  through  the  preceding  year.  They  discuss  two  or  three 
theses  in  a  week,  some  in  the  syllogistic  and  others  in  the  forensic  man- 
ner, alternately,  the  forensic  being  always  i)erformed  in  the  English 
tongue."  Besides  the  above  there  were  public  disputations  on  Sundays 
on  theological  questions,  and  once  each  month  the  Seniors  delivered 
original  orations  before  a  public  audience.  Members  of  the  Senior  and 
lower  classes  were  also  required  from  time  to  time  to  declaim.- 

Such  was  the  course  of  instruction  taken  by  Dr.  Caldwell,  and  such 
the  educational  system  which  prevailed  in  the  first  institutions  for  higher 
education  established  in  North  Carolina. 

At  a  meeting  of  the  Presbytery  held  at  Princeton  in  September,  1762, 
David  Caldwell  was  received  as  a  candidate  for  the  ministry.  He  was 
licensed  to  preach  in  1763.    In  1764  he  labored  as  a  missionary  in  Xorth 


•  Caruthers's  Caldwel!,  p.  "20. 

-ilaclean'a  History  of  the  College  of  New  Jersey,  Vol.  I,  p.  26G. 


30  HISTORY    OF   EDUCATION   IN    NOETH    CAEOLINA. 

Carolina,  returning  to  Kew  Jersey  in  1765,  being  ordained  to  the  full 
work  of  the  ministry  at  the  Presbytery  held  at  Trenton  in  July  of  that 
year.  He  immediately  returned  to]!:^orth  Carolina,  where  he  labored  as 
missionary,  until  on  March  3,  1768,  he'  was  installed  as  pastor  of  the 
Buffalo  and  Alamance  congregations. 

At  this  time  there  were  but  few  Presbyterian  ministers  in  North 
Carolina,  and  Dr.  Caldwell  was  one  of  the  very  first  to  make  the 
State  his  permanent  home.  His  history  is  more  identified  with  the 
moral  and  educational  history  of  iJ^orth  Carolina  than  is  that  of  any  other 
one  man  of  the  eighteenth  century.  In  1766  he  married  the  daughter 
of  the  Eev.  Alexander  Craighead,  and  as  the  salary  from  his  churches 
was  not  sufficient  for  the  support  of  a  family,  it  became  necessary  for 
him  to  supplement  it  by  teaching  a  school.  At  this  time  schools  for 
primary  education  existed  in  various  parts  of  the  colony,  but  to  him  is 
due  the  honor  of  having  established  the  first  institution  for  the  higher 
education  that  achieved  more  than  local  fame.  Mention  has  already 
been,made  of  the  reputation  which  this  school  acquired.  The  average  at- 
tendance of  students  was  from  fifty  to  sixty,  which  was  a  large  number 
for  the  time  and  the  circumstances  of  the  country.  The  exercises  of 
the  school  were  not  interrupted  by  the  war  till  1781,  at  that  time  nearly 
all  his  students  having  taken  service  in  the  American  Army.  The  ex- 
ercises of  the  school  were  resumed  as  soon  as  circumstances  permitted, 
"  though  the  number  of  students  was  small  until  peace,  and  with  it  in- 
cipient prosperity,  were  restored  to  the  country."  Dr.  Caldwell  con- 
tinued his  labors  as  a  teacher  till  about  1722,  when  he  was  forced  by  the 
infirmities  of  age  to  retire  from  active  work. 

Judge  Archibald  D.  Murphey,  in  an  address  before  the  literary  so- 
cieties of  the  University  of  North  Carolina  in  1827,  referring  to  the  facil- 
ities for  higher  education  before  the  opening  of  the  State  University  in 
1795,  has  this  to  say  about  the  Caldwell  school :  "  The  most  prominent 
and  useful  of  these  schools  was  kept  by  Dr.  David  Caldwell,  of  Guilford 
County.  He  instituted  it  shortly  after  the  close  of  the  War,  and  con- 
tinued it  for  more  than  thirty  years.  The  usefulness  of  Dr.  Caldwell 
to  the  literature  of  North  Carolina  will  never  be  sufficiently  appreci- 
ated, but  the  opportunities  for  instruction  in  his  school  were  very  lim- 
ited. There  was  no  library  attached  to  it;  his  students  were  supplied 
with  a  few  of  the  Greek  and  Latin  classics,  Euclid's  Elements  of 
Mathematics,  and  Martin's  Natural  Philosophy.  Moral  philosophy  was 
taught  from  a  syllabus  of  lectures  delivered  by  Dr.  Witherspoon,  in 
Princeton  College.  The  students  had  no  books  on  history  or  miscella- 
neous literature.  There  were  indeed  very  few  in  the  State,  except  in 
the  libraries  of  lawyers  who  lived  in  the  commercial  towns.*  I  well  re- 
member that  after  completing  my  course  of  studies  under  Dr.  Caldwell 
I  spent  nearly  two  years  without  finding  any  books  to  read,  except 
some  old  works  on  theological  subjects.  At  length  I  accidentally  met 
with  Voltaire's  History  of  Charles  XII,  of  Sweden,  an  odd  volume  of 


EDUCATIONAL    DEVELOPMEJST,  1721) -1800.  31 

Smollett's  Eoderick  Raiuloin,  aud  an  abridgineut  of  Don  Quixote. 
These  books  gave  me  a  taste  for  readiug-,  which  1  had  no  opportunity 
;  of  gratifying"  until  1  became  a  student  ^n  this  University  in  the  year 
1790.  Few  of  Dr.  Caldwell's  students  had  better  opportunities  of  get- 
ting books  than  myself;  and  with  these  slender  opportunities  of  in- 
struction it  is  not  surprising  that  so  few  became  eminent  in  tlie  liberal 
professions.  At  this  day  [1827],  when  libraries  are  established  in  all 
our  towns,  when  every  professional  man  aud  every  respectable  gentle- 
man has  a  coriection  of  books,  it  is  difhcult  to  conceive  the  inconven- 
iences under  which  young  men  labored  thirty  or  forty  years  ago." 

The  Rev.  Dr.  Caruthers  says :  "  But  the  most  imj)ortant  service  he 
(Dr.  Caldwell)  rendered  as  a  teacher  was  to  the  church  or  to  the  cause 
of  religion,  for  nearly  all  the  young  men  who  came  into  the  ministry  of 
the  Presbyterian  Church  for  many  years,  not  only  in  Korth  Carolina 
but  in  the  States  south  and  west  of  it,  were  trained  in  his  school,  many 
of  whom  are  still  living  (1842) ;  and  while  some  are  superannuated, 
others  are  still  useful  men,  either  as  preachers  or  as  teachers  in  different 
institutions  of  learning."' 

It  is  said  that  his  mode  of  discipline  was  peculiar  to  himself,  aud  while 
it  did  not  admit  of  imitation,  yet  it  was  so  successful  that  it  could  not 
be  surpassed,  tlis  students  were  bound  to  him  with  bonds  of  affection, , 
and  an  approving  word  from  their  "Dominie"  was  eagerly  sought  for. 
If  the  course  of  instruction  at  his  school  was  not  very  extended  it  was 
thorough,  as  is  testified  by  those  who  were  prepared  by  him  for  future 
usefulness.  Governor  John  M.  Morehead,  one  of  North  Carolina's  most 
distinguished  sons,  who  studied  under  Dr.  Caldwell  and  was  i^repared 
by  him  for  the  Junior  class  half  advanced  in  the  University  of  l^orth 
Carolina,  gave  him  the  highest  praise  as  a  teacher,  though  at  the  time 
he  was  under  his  instruction  Dr.  Caldwell  was  between  eighty-five 
and  ninety  years  old. 
I  Dr.  Caldwell's  services  to  his  country  in  the  hour  that  "  tried  men's 
souls"  deserve  to  be  mentioned  here.  He  had  his  full  share  of  the 
troubles  of  the  times.  It  was  the  delight  of  both  the  Tories  and  the 
British  to  persecute  him.  He  was  driven  from  his  home,  and  to  keep 
from  falling  into  the  hands  of  his  enemies  was  forced  to  spend  many 
nights  in  the  forest.  His  library  and  the  many  valuable  papers  which 
he  had  prepared  were  destroyed  with  great  wantonness.  An  efibrt  was 
made  to  seduce  him  with  British  gold,  but  neither  money  nor  persecu- 
tion could  shake  his  loyalty  to  the  cause  he  had  espoused. 

Alexander  says :  "  The  first  bloodshed  of  the  Revolution  was  not  at 
Lexington,  but  on  the  Alamance,  in  iSTorth  Carolina,  May  IG,  1771,  in  an 
engagement  between  Governor  Tryon's  troops  and  the  Regulators,  as 
they  were  called.  These  Regulators  were  not  adventurers,  but  the 
sturdy,  patriotic  members  of  three  Presbyterian  congregations,  all  of 
them  having  as  their  pastors  graduates  of  Princeton.     Mr.  Caldwell  was 

'  Carutbers's  Caldwell,  p.  3G. 


32  HISTORY    OF    EDUCATION    IN   NORTH    CAROLINA. 

one  of  tliem,  and  on  the  morning  of  the  battle  was  on  the  ground,  going 
from  one  side  to  the  other,  endeavoring  to  prevent  the  catastrophe."^ 

Dr.  Caldwell  was  a  member  of  the  State  convention  of  1776,  which 
drew  up  the  "  Bill  of  Eights"  and  framed  the  Constitution.  He  was  also 
a  member  of  the  convention  to  consider  the  Constitution  of  the  United 
States  in  1778,  where  he  took  a  decided  stand  as  an  advocate  of  States' 
rights ;  but  in  the  party  conflicts  preceding  the  second  war  with  Great 
Britain  he  was  on  the  side  of  the  Federalists. 

Such  was  the  esteem  in  which  he  was  held  by  his  State,  and  such  his 
reputation  for  scholarship,  that  on  the  establishment  of  the  State  Uni- 
versity the  presidency  was  tendered  him.  On  a-ccount  of  his  years  the 
honor  was  declined.  In  1810  this  institution  conferred  on  him  the  hon- 
orary degree  of  doctor  of  divinity. 

This  great  and  good  man  died  August  25, 1824.  It  is  a  fit  testimonial 
of  his  many  virtues  that  "time-worn  veterans  in  the  service  of  their 
country,  men  who  have  stood  firm  against  the  intrigues  of  ambition  and 
the  assaults  of  power,  men  who  have  fought  the  battles  of  freedom  and 
maintained  the  rights  of  the  people  in  the  halls  of  our  National  Legisla- 
ture, year  after  year,  until  they  have  grown  gray  in  the  service,  have 
been  known  to  shed  tears  at  the  mention  of  his  name  when  passing  in 
public  conveyance  by  the  place  where  his  remains  lie  buried,  and  by  the 
church  in  which  he  preached  and  they  were  hearers  from  Sabbath  to 
Sabbath,  while  preparing  under  his  instruction  for  future  distinction 
and  usefulness  in  the  world."  ^ 

QUEEN'S  •  COLLEGE. 

The  most  celebrated  institution  for  higher  education  in  North  Caro- 
lina during  the  colonial  period  was  Queen's  College,  also  known  as 
Queen's  Museum,  located  at  Charlotte,  and  its  history  is  interesting  to 
the  friends  of  literature  as  a  bold  and  vigorous  effort  made  for  its  pro- 
motion under  the  most  discouraging  circumstances. 

The  beginnings  of  this  institution  are  found  in  the  classical  school 
established  in  1767,  by  the  Eev.  Joseph  Alexander,  ^  a  graduate  of 
Princeton  of. the  class  of  1760,  and  a  Mr.  Benedict,  at  the  Sugar  Creek 
Presbyterian  church,  near  Charlotte.*  The  community  in  which  this 
school  was  located  was  noted  for  its  intelligence.  The  school  flour- 
ished, and  to  meet  the  demands  of  a  growing  and  prosperous  commu- 
nity it  was  decided  to  enlarge  its  scope.  Queen's  College  became  the 
successor  of  Alexander's  school.    An  act  entitled  "An  act  for  founding, 

1  Alexander's  Princeton  College  during  the  Eighteenth  Century,  p.  70.  ' 

-Caruthers's  Caldwell,  p.  36. 

^  After  a  few  years  Dr.  Alexander  removed  to  South  Carolina,  where  he  was  as 
active  in  the  cause  of  education  as  he  had  been  in  his  native  State.  In  1797  the 
South  Carolina  Legislature  bestowed  a  charter  upon  Alexandria  College,  named  in, 
his  honor. 

^Foote's  Sketches  of  North  Carolina,  pp.  194,  513. 


EDUCATIONAL   DEVELOPMENT,  1729-1800.  33 

establishing,  and  endowing  of  Queen's  College,  in  the  town  of  Charlotte, 
in  Mecklenburg  County,"  was  passed  by  the  Assembly  which  met  in 
Newbern  on  December  5, 1770.^  It  was  twice  chartered  by  the  Legis- 
lature, and  twice  repealed  by  royal  proclamation.  It  has  been  trulj' 
said  that  "  No  compliments  to  his  Queen  could  render  Whigs  in  politics 
and  Presbyterians  in  religion  acceptable  to  George  III.  A  college  un- 
der such  auspices  was  too  well  calculated  to  insure  the  growth  of  the 
numerous  democracy.''  The  royal  Government,  as  a  rule,  favored  no 
iustitutions  not  under  the  control  of  the  Church  of  England.  To  this 
the  Presbyterians  of  this  section  would  not  assent.  It  is  said  that  the 
notorious  Col.  David  Fanning  offered  to  secure  a  charter  with  himself 
as  chancellor  and  the  Kev.  Joseph  Alexander  as  head  teacher.  But 
the  people  of  Mecklenburg,  whose  capital  city,  Charlotte,  was  termed 
by  Lord  Cornwallis  the  "  hornet's  nest  of  the  Eevolution,"  were  as  much 
opposed  to  such  a  chancellor  as  was  the  King  to  an  institution  that 
would  not  receive  his  minions.  But,  notwithstanding  royal  disfavor. 
Queen's  College  continued  to  flourish.  Dr.  Caruthers,  referring  to  the 
jjeople  of  Mecklenburg,  says:  "Man  might  as  well  attempt  to  lay  his 
interdict  upon  the  coming  forth  of  vegetation,  when  the  powers  of 
nature  are  warmed  and  refreshed  by  genial  influences  from  above,  as  to 
arrest  the  progress  of  such  a  people  in  knowledge  and  improvement."  '^ 

We  are  told  by  Yass  that  "  the  King's  fears  that  the  college  would 
become  the  fountain  of  republicanism  were,  perhaps,  quickened  into 
reality  by  his  repeated  rejection  of  the  charter,  for  Queen's  Museum 
became  the  rallying  point  for  literary  societies  and  political  clubs  pre- 
ceding the  Kevolution ;  and  in  its  halls  were  held  the  significant  and 
decisive  debates  preceding  the  adoption  of  the  Mecklenburg  Declara- 
tion of  Independence,"  on  May  20,  1775.^ 

It  is  probable  that  the  name  of  the  institution  was  changed  from 
Queen's  College  to  Liberty  Hall  Academy  in  1775.*  It  is  not  probable 
th.it  the  trustees  cared  to  have  a  royal  name  upon  an  institution  to  which 
the  British  authority  had  refused  a  charter.  The  coveted  charter  came 
at  last,  but  it  was  under  the  blessing  of  liberty,  and  was  conferred  by 
the  Legislature  of  Xorth  Carolina  as  the  representatives  of  the  sovereign 
authority  of  a  free  and  independent  State.  On  May  9,  1777,  the  first 
year  of  American  independence,  an  act  was  passed  incorporating  Isaac 
Alexander,  president.  Col.  Thomas  Polk,  Col.  Thomas  Neal,  Abraham 
Alexander,  AVaightstill  Avery,  Adlai  Osborne,  John  McKnitt  Alexan- 
der, Dr.  Ephraim  Brevard,  Rev.  David  Caldwell,  llev.  James  llall.  Rev. 
James  Edmonds,  Rev.  John  Simpson,  Rev.  Thomas  Reese,  Samuel  Mc- 
Corkle,  and  Rev.  Thomas  H.  McCanle,  as  president  and  trustees  of  Lib- 
erty Hall  Academy.    All  the  trustees  were  Presbyterians,  and  the  school 

'Davis's  Second  Revisal  of  Lavrs  of  North  Carolina  (Newbern,  1773). 
«  Caruthers's  Caldwell,  p.  193. 

8  Yass's  Eastern  North  Carolina,  p.  46 ;  see  also  Foote's  Sketches  of  North  Carolina, 
p.  514. 
■•  Wheeler's  Reminiscences,  p.  230, 

17037--:^o,  3^—3 


34  HISTORY   OF   EDUCATION   IN   NOETH    CAEOLINA. 

was  under  the  supervision  of  Orange  Presbytery,  at  that  time  covering 
.the  whole  State.    The  preamble  of  the  act  of  incor}3oration  reads  as  fol 
lows:  ^^  Whereas,  The  proper  education  of  youth  in  this  infant  country 
is  highly  necessary,  and  would  answer  the  most  valuable  and  beneficial 
purposes  to  this  State  and  the  good  people  thereof;  and  whereas,  a  very 
promising  experiment  hath  been  made  at  a  seminary  in  the  county  oi 
Mecklenburg,  and  a  number  of  youths  there  taught  have  made  great  ad 
vancements  in  the  knowledge  of  the  learned  languages  and  in  the  rudi 
ments  of  the  arts  and  sciences,  in  the  course  of  a  regular  and  finishec 
education,  which  they  have  since  completed  at  various  colleges  in  diS' 
tant  parts  of  America ;  and  whereas,  the  seminary  aforesaid,  and  the 
several  teachers  who  have  successfully  taught  and  presided  therein 
have  hitherto  been  almost  wholly  supported  by  private  subscriptions  j** 
in  order,  therefore,  that  said  subscrii)tions  and  other  gratuities  may  be' 
legally  possessed  and  duly  applied,  and  the  said  seminary,  by  the  name] 
of  '  Liberty  Hall,'  may  become  more  extensive  and  generally  useful  fori 
the  encouragement  of  liberal  knowledge  in  languages,  arts,  and  sciences,! 
and  for  dift'asing  the  great  advantages  of  education  upon  more  liberal, 
easy,  and  general  terms,  he  it  enacted  by  the  General  Assembly  of  the 
State  of  IsTorth  Carolina,  etc."^ 

The  only  authoritative  account  of  this  institution  to  be  found  is  in  a 
manuscript  volume,  written  by  Adlai  Osborne,  and  deposited  in  the 
library  of  the  University  of  North  Carolina,  from  which  the  following 
extracts  (quoted  in  Caruthers's  Caldwell)  are  taken : 

"  The  regulations  respecting  the  steward  and  boarding  were  sin gu-j 
larly  excellent  and  calculated  to  give  general  satisfaction.    In  April,! 
1778,  the  laws  formed  by  Dr.  Isaac  Alexander,  Dr.  Ephraim  Brevard,  and) 
Eev.  Thomas  H.  McCaule,  the  committee  chosen  at  the  last  meeting,  were 
adopted  without  any  material  alteration.     The  course  of  studies  andll 
the  distinction  of  classes  were  nearlj'-  the  same  as  those  pointed  out  by, 
the  trustees  of  the  University  of  North  Carolina,  but  more  limited,  an 
the  honors  conferred  were  the  same,  except  that  instead  of  degrees 
Bachelors  and  Masters  the  trustees  had  only  the  right  of  giving  a  cer- 
tificate of  their  studies  and  improvements.    At  this  meeting  overtures 
were  made  to  Dr.  Alexander  McWhorter,  of  New  Jersey,  to  accept  the 
presidency,  but  he  could  not  comply  with  their  request  owing  to  the 
derangement  of  his  affairs  from  a  long  absence  during  the  Eevolution 
ary  War,  having  been  appointed  by  Congress  to  preach  up  liberty  and 
independence  to  the  inhabitants  of  the  Southern  States.    Mr.  Eobert 
Brownfield  was  then  ai)pointed  to  the  office,  and  he  agreed  to  accept  foi 
one  year,  as  Dr.  Alexander  had  thought  proper  to  resign.    Several  gen- 
tlemen of  great  literary  talents  were  successively  invited  without  suc- 
cess.   Dr.  Ephraim  Brevard  and  the  Eev.  Samuel  E.  McCorkle  were 
then  sent  to  New  Jersey  with  a  second  invitation  to  Dr.  McWhorter. 
with  instructions,  if  he  should  think  proper  again  to  decline,  to  solicit 


"o1 


1  Laws  of  North  Carolina,  p.  35  (James  Davis,  Newberu,  1777), 


EDUCATIONAL   DEVELOPMENT,  1729-1800.  35 

the  advice  of  Dr.  Witherspoon  and  Mr.  Iloiiston,  of  Princeton,  in  the 
choice  of  some  other  gehtleman  of  eminence  in  the  repnblic  of  letters. 
Dr.  McWhorter,  after  settling:  bis  affairs,  removed  to  Charlotte,  and 
was  about  to  take  charge  of  Liberty  Hall  when  the  whole  business  re- 
lating to  it  was  suspended,  never  to  be  resumed.  This  took  place  about 
the  15th  of  February,  1780." 

The  following  is  a  copj*  of  the  diploma  received  by  Dr.  John  Graham, 
who  was  prominent  in  the  early  history  of  the  State,  and  afterwards 
president  of  a  college  in  South  Carolina  : 

"  State  of  J^'grth  Carolina, 

'■'■  MecMenhurg  County : 
"  This  is  to  certify  that  Mr.  John  Graham  hath  been  a  student  in  the 
Academy  at  Liberty  Hall,  in  the  State  and  county  above  mentioned,  the 
space  of  four  years  preceding  the  date  hereof;  that  his  whole  deport- 
ment during  his  residence  there  was  perfectly  regular ;  that  he  prose- 
cuted his  studies  with  diligence,  and  made  such  acquisitions  both  in 
the  languages  and  scientific  learning  as  gave  entire  satisfaction  to  his 
teachers. 

"  And  he  is  hereby  recommended  to  the  friendly  notice  and  regard  of 
all  lovers  of  religion  and  literature  wherever  he  may  come. 

"  In  testimony  of  which  this  is  given  at  Liberty  Hall  this  22d  day  of 
November,  1778. 

"Isc.  Alexander, 

"  President. 
"Eph.  Brevard, 
"Abr'm  Alexander, 

'^Trustees.^ 

It  is  said  that  this  institution  was  the  most  celebrated  seminary  of 
learning,  except  William  and  Mary,  south  of  Princeton.  Its  able  presi- 
dents, Rev.  Dr.  McWhorter  and  Dr.  Ephraim  Brevard,  were  both  gradu- 
ates of  Princeton.  The  Eevolutionary  War  closed  its  halls,  and  they 
were  desecrated  by  Cornwallis's  troops,  who  burned  them  when  his  re- 
treat upon  Wilmington  commenced.* 

In  October,  1784,  by  an  act  of  the  Legislature,  Liberty  Hall  Acad- 
emy was  transferred  to  Salisbury,  the  name  being  changed  to  Salisbury 
Academy.^ 

Rev.  S.  C.  Caldwell,  after  theclosing  of  Liberty  Hall  Academy,  main 
tained  for  many  years  a  classical  school  of  high  grade  at  Sugar  Creek, 
near  Charlotte,  where  young  men  from  the  neighboring  counties  were 
prepared  for  the  University  of  North  Carolina  and  Princeton. ' 

'Wheeler's  Reminiscences,  p.  256.  Foote  sj.ys  that  Liberty  Hall  was  used  by  Corn- 
wallisasa  hospital,  and  was  greatly  defaced  and  injured,  but  does  not  say  that  it  was 
burned. — Sketches  of  North  Carolina,  p.  510. 

-Martin's  Collection  of  Pri\-ato  Acts,  p.  142  (Newbern,  17i)l). 

'Rev.  J.  Rumple,  D.  D.,  in  North  Carolina  Presbyterian. 


36  HISTORY    OF   EDUCATION    IN   NORTH    CAROLINA. 

After  peace  was  declared  between  this  country  and  Great  Britain,  Dr. 
Thomas  Henderson,  a  physician  of  note,  who  had  been  educated  at  Lib- 
erty Hall  Academy,  opened  a  high  school,  which  he  carried  on  with  great 
reputation  for  a  number  of  years.^  Since  that  time  excellent  institu- 
tions for  both  males  and  females  have  been  maintained  at  Charlotte. 

REV.  HENRY  PATILLO'S  SCHOOL. 

Eev.  Henry  Patillo,  a  contemporary  of  Eev.  Dr.  Caldwell,  for  many 
years  maintained  a  classical  school  in  Orange  County.  Although  this 
school  is  mentioned  by  writers  as  one  of  the  best  schools  in  the  province, 
no  detailed  information  concerning  it  can  be  obtained.  Mr.  Patillo 
studied  at  Princeton  during  the  presidency  of  the  Eev.  Samuel  Da  vies, 
so  noted  in  the  religious  controversies  in  Virginia  during  the  first  half 
of  the  eighteenth  century,  and  who  afterwards  did  so  much  to  establish 
the  reputation  of  Princeton  and  put  it  on  a  firm  financial  basis.  Such 
was  Mr.  Patillo's  reputation  as  a  scholar  that  in  1789  the  degree  of 
A.  M.  was  conferred  on  him  causa  honoris  by  Hampden-Sidney  College, 
of  Virginia. 

Like  many  of  the  other  Presbyterian  ministers  of  his  day,  he  took  a 
prominent  part  in  the  political  questions  in  which  the  colony  was 
involved.  In  1775  he  was  a  member  of  the  Provincial  Congress  of  North 
Carolina,  being  at  the  same  time  chaplain  of  the  body.  He  had  the 
honor  of  being  the  chairman  of  this  Congress  in  committee  of  the  whole 
in  considering  the  arrangements  for  confederation.  The  reputation 
made  by  some  of  the  students  of  his  school  during  the  first  years  of  the 
history  of  the  State  after  independence  had  been  achieved  evidences 
that  "  he  was  a  faithful  and  successful  teacher,''  and  his  services  to  his 
country  during  the  war  of  the  Eevolution  will  entitle  him  to  a  high  ] 
place  in  the  history  of  North  Carolina  when  it  is  written  as  it  deserves 
to  be,  and  the  records  of  her  i)atriotic  sons  are  made  known  and  become 
a  part  of  the  history  of  our  whole  country.'^ 

GRANVILLE  HALL. 

In  October,  1779,  "  Granville  Hall,"  Granville  County,  was  incor- 
porated. This  school  was  liberally  supported,  and  for  many  years  was 
one  of  the  leading  educational  institutions  in  the  State. 

The  preamble  to  the  act  of  incorporation  reads  as  follows :  "  Whereas, 
The  proper  education  of  youth  in  this  State  is  highly  necessary  and 
would  answer  the  most  valuable  and  beneficial  purposes  to  the  good 
people  thereof  5  and  whereas,  the  county  of  Granville,  from  its  situation 
both  pleasant  and  healthy,  well  watered  and  abounding  with  provis- 
ions, is  a  fit  and  proper  place  to  erect  buildings  for  a  seminary  of  learn- 

'  Foote's  Sketches  of  North  Carolina,  pp.  477,  517. 

2  For  an  interesting  sketch  of  the  life  of  Rev.  Henry  Patillo,  see  Foote's  Sketches 
of  J^orth  Carolina,  pp.  213-330, 


EDUCATIONAL    DEVELOPMENT,  1729-1800.  37 

ing;  and  wherean,  large  sums  of  money  have  already  been  subscribed 
to  i)romoto  aud  encourage  sucli  a  laudable  aiul  beneficial  establislmient, 
which  together  with  such  other  sums  as  may  be  given  in  donations  and 
otherwise  will  answer  all  the  expense  attending  the  same,  liesolved,  etc." 

The  following  trustees  were  appointed:  Governor  Richard  Caswell; 
Abuer  Nash,  Speaker  of  the  Senate;  Thomas  Benbury,  Speaker  of  the 
House  of  Commons;  John  Peun,  llev.  George  Micklejohn,  Rev.  Ileury 
Patillo,  Thomas  Person,  Edmund  Taylor,  John  Taylor,  Memucan  Hunt, 
Philemon  Hawkins,  Jr.,  Howell  Lewis,  Robert  Lewis,  Charles  Rust 
Eaton,  John  Young,  and  Samuel  Smith.  They  were  instructed  to  pur- 
chase live  hundred  acres  of  land  and  erect  suitable  buildings.' 

For  several  years  the  Rev.  Henry  Patillo  was  principal  of  this  insti- 
tution. 

CLIO'S  NURSERY  AND   THE  ACADEMY  OF  THE   SCIENCES. 

Clio's  Nursery,  located  on  Snow  Creek,  Iredell  County,  was  opened 
about  the  beginning  of  the  Revolutionary  War.  For  many  years  the 
Rev.  James  Hall,  1).  D.,  a  patriot,  scholar,  and  divine  of  westei^n  North 
Carolina,  was  the  superintendent  of  this  institution,  where  so  many 
whose  memory  North  Carolina  now  delights  to  honor  studied.  But  the 
school  is  remembered  chiefly  on  account  of  the  history  of  its  superin- 
tendent, James  Hall,  who  was  born  at  Carlisle,  Pa.,  August  22,  1744, 
but  in  early  youth  made  North  Carolina  his  home.  In  1774  he  was 
graduated  from  Princeton,  where  he  stood  first  in  his  classes.  As  a  stu- 
dent he  especially  distinguished  himself  in  the  exact  sciences,  and  such 
was  the  reputation  he  made  in  those  studies  that  soon  after  his  gradu- 
ation President  Witherspoon  proposed  to  have  him  appointed  teacher 
of  mathematics  in  Princeton.  Mr.  Hall  declined  this  honor,  feeling 
that  duty  called  him  to  labor  in  North  Carolina.  The  Orange  Presby- 
tery licensed  him  to  preach  in  1776,  and  two  years  later  he  became  pas- 
tor of  churches  within  the  bounds  of  that  i^resbytery. 

He  was  an  earnest  advocate  of  the  cause  of  liberty,  and  the  following 
tribute  to  his  memory  is  worthily  bestowed:  '"A  full  account  of  the 
actions  of  Mr.  Hall  during  the  Revolutionary  War  would  fill  a  volume. 
His  active,  enterprising  spirit  would  not  let  him  be  neuter;  his  princi- 
I)les,  drawn  from  the  Word  of  God  and  the  doctrines  of  his  church,  and 
cultivated  by  Dr.  Witherspoon,  carried  him  with  all  his  heart  to  the  de- 
fence of  his  country.  To  that  he  gave  his  powers  of  mind,  body,  and 
estate."^  His  appeals  during  the  opening  years  of  tlie  war  did  much  to 
fire  the  hearts  of  North  Carolinians  for  the  cause  of  liberty.  When 
Cornwallis  was  devastating  South  Carolina  Mr.  Hall  called  tlie  people 
'  of  his  section  together  and  addressed  them  with  great  fervor.  A  cav- 
alry company  was  immediately  organized,  and  by  general  consent  ho 

(  was  demanded  for  their  leader,  which  post  he  accepted.    He  was  at  the 

i - — . 

'Martin's  Collection  of  Private  Acts,  p.  U3. 

*  Alexander's  Princeton  College  dnring  the  Eighteenth  Century,  p.  170. 


38  HISTORY    OP   EDUCATION   IN   NORTH    CAROLINA. 

same  time  the  captain  of  a  company  and  the  chaplain  of  a  regiment. 
General  Greene  tendered  him  a  commission  as  general,  which  he  de- 
clined on  the  grounds  that  there  were  others  who  could  fill  the  position 
with  ability  equal  at  least  to  his,  while  he  had  pledged  his  life  to  the 
work  of  the  ministry.^ 

After  the  war  Doctor  Hall  again  resumed  his  duties  in  the_  "log 
college"  mentioned  above.  In  connection  with  his  duties  as  principal 
of  Clio's  Nursery,  he  opened  at  his  residence  an  "  academy  of  the  sci- 
ences," which  was  supplied  by  him  with  some  philosophical  appara- 
tus, and  of  which  he  was  the  sole  professor.  This  was  the  first  sci- 
entific school  in  the  State.  A  large  number  of  men  who  afterwards 
became  distinguished  received  their  scientific  education  there  while 
pursuing  their  classical  studies  at  Clio's  Nursery.  Besides  a  number 
of  ministers  who  studied  under  his  direction,  there  were  President 
Waddell,  of  Athens  College,  and  Judge  Lowrie,  of  Georgia ;  Andrew 
Pickens  and  Governor  Israel  Pickens,  of  Alabama;  and  George  W. 
Campbell,  Secretary  of  the  Treasury  in  1841  and  afterwards  minister  to 
liussia,  and  Judge  Williams,  of  Tennessee.  Many  of  the  students  of 
these  institutions  came  from  Tennessee,  Georgia,  South  Carolina,  Ala- 
bama, and  other  States. 

The  great  want  of  the  schools  of  this  time  was  elementary  text-books. 
To  meet  this  need  he  wrote  a  treatise  on  English  grammar,  which  was 
copied  and  circulated  in  manuscript,  and  afterwards  printed  and  largely 
used  in  the  schools  of  North  Carolina  and  neighboring  States.  1 

Doctor  Hall  died  July  25,  1826,  but  the  school  of  which  he  was  the 
principal  survived  him  many  years,  and  finally  gave  place  to  Davidson 
College,  founded  by  and  «nder  the  direction  of  the  Presbyterians  of 
North  and  South  Carolina.^ 

SCIENCE  HALL. 

In  1779  Science  Hall,  at  Hillsborough,  Orange  County,  was  incorpo- 
rated, with  William  Hooper,  Alexander  Martin,  and  others  as  trustees;.! 
They  were  given  the  same  privileges  as  the  trustees  of  Liberty  Hall 
Academy. 

The  Legislature  in  1784  accorded  this  institution  the  privilege  to 
raise  money  by  means  of  a  lottery,  and  also  gave  the  school  the  old  Epis- 
copal church,  built  in  colonial  times  by  taxation,  for  recitation  halls, 
reserving  the  right  of  holding  sessions  of  the  Legislature  in  it  when  the 
General  Assembly  should  convene  in  Hillsborough.^  ;| 

ZION  PARNASSUS.  ,     ■] 

Zion  Parnassus,  a  classical  school  established  by  the  Eev.  Samuel  Eu- 
sebius  McCorkle,  a  native  of  Pennsylvania,  at  Thyatira,  on  the  road  be- 


^  Alexander's  Princeton  College,  pp.  175,  176. 
^Foote's  Sketches  of  North  Carolina,  pp.  330,  331. 
^Martin's  Collection  of  Private  Acts,  p.  87. 


EDUCATIONAL   DEVELOPMENT,  1729-1800.  39 

tween  Salisbury  aud  Statesville,  in  1785,  is  uotod  as  the  first  institution, 
certainly  in  North  Carolina  (and  President  Battle,  of  the  University  of 
North  Carolina,  thinks  in  America),  having  a  distinct  normal  school  at- 
tachment. At  this  school  worthy  young  men  needing  assistance  were 
given  their  tuition  and  furnished  with  the  necessary  text-books.  Dr. 
IMcCorkle  was  a  graduate  of  Princeton,  class  of  1772,  and  his  course  of 
instruction  was  modelled  after  the  course  of  that  college.  We  are  told 
that  a  high  standard  of  scholarship  was  maintained  in  Zion  Parnassus, 
and  that  the  idle  and  vicious  were  excluded.  That  so  large  a  proportion 
of  his  students  became  useful  in  the  liberal  professions  is  due  to  the  fact 
that  he  only  encouraged  those  to  pursue  advanced  courses  who  mani- 
fested decided  talent.  It  is  said  that  forty-five  of  his  pupils  became  min- 
istersof  the  Gospel.  Six  of  the  seven  first  graduates  of  the  University  of 
North  Carolina  were  prepared  for  that  institution  by  Dr.  McCorkle.  At 
the  establishment  of  the  State  University  Dr.  McCorkle  was  elected 
first  professor,  and  given  the  chair  of  'moral  and  political  philosophy, 
which  was  declined.  Alexander  saj's:  "  He  was  a  thorough  scholar,  and 
kept  up  his  acquaintance,  not  only  with  the  Latin  and  Greek  classics, 
but  with  mathematics,  philosophy',  and  every  important  branch  of  learn- 
ing." The  degree  of  D.  D.  was  conferred  on  Dr.  McCorkle  by  Dartmouth 
College  in  1792.  He  was  a  man  of  line  conversational  powers,  of  noble 
physique,  and  is  said  to  have  much  resembled  Thomas  Jeftersou  in  ap- 
pearance and  gait.'  After  Dr.  McCorkle's  death,  in  1811,  the  school 
which  he  had  so  successfully  conducted  was  suspended,  but  was  soon 
re-opened  in  Salisbury,  and  with  few  intermissions  has  continued  till  the 
present  as  the  Salisbury  High  School. 

OTHER  PKESBYTERIAN  SCHOOLS. 

In  1791  the  Kev.  David  Kerr,  pastor  of  the  Presbyterian  church  in 
Fayetteville,  opened  a  classical  school  under  the  direction  of  a  board  of 
trustees  in  that  town.  Mr.  Kerr  was  a  graduate  of  Trinity  College,  Dub- 
lin, and  in  his  day  was  considered  one  of  the  best  scholars  in  the  State. 
In  July,  179-1,  he  was  elected  a  prof<'Ssor  in  the  University'  of  North  Car- 
olina, and  some  incidents  in  his  life  will  be  noted  in  the  sketch  of  that 
institution.^  From  that  time  to  this  the  people  of  Fayetteville  have, 
with  but  few  interruptions,  maintained  an  excellent  classical  school. 

The  last  of  the  Presbyterian  vschools  of  the  eighteenth  century  ia 
North  Carolina,  whose  names  are  known  to  the  writer,  of  suflicient 
importance  to  deserve  mention  here,  were  the  Providence  Academy, 
about  twelve  miles  from  Charlotte,  established  by  the  Rev.  James  Wallis 
in  1792,  and  the  Poplar  Tent  Academy,  in  Cabarrus  Count}',  estab- 
lished about  1778  '  by  the  Rev.  Robert  Archibald,  who  was  graduated  at 
Princeton  in  1772.     "  Mr.  Archibald,"  says  Alexander,  "  was  a  man 

'  Alexander's  Princeton  College,  p.  150;  Footc's  Sketches  of  North  Carolina,  p.  :W1. 
■' Foote's  Sketches  of  North  Carolina,  p.  490. 
-  Ibhl.,  pp.442,  482. 


40  HISTORY   01^   EDUCATION   IN   NOETH   CAROLINA. 

of  taleut,  of  an  amiable  disposition,  and  considered  a  good  classical 
scholar."  '■ 

These  schools  were  continued  through  nearly  the  first  half  of  this 
century,  but  finally  gave  place  to  other  institutions,  the  last  principal  of 
Providence  Academy  becoming  the  first  i)resident  of  Davidson  College, 
and  the  last  principal  of  Poplar  Tent  being  made  president  of  the  board 
of  trustees  of  that  institution. 

APPROPRIATIONS  FOR  EDUCATION. 

In  1760  Grovernor  Dobbs  recommended  the  subject  of  education  to  the 
Legislature,  and  proposed  that  the  vestry  in  each  parish  should  raise  a 
limited  sum  to  pay  a  parish  clerk  and  register,  who  should  be  qualified 
to  act  as  school-master  and,  in  the  absence  of  the  clergyman,  as  reader. 
The  sum  so  raised  was  afterwards  borrowed  for  military  purposes,  to 
be  paid  back  by  a  direct  tax  upon  the  people.  This  tax  was  never  laid, 
and  consequently  the  school  money  was  never  refunded. 

In  his  address  to  the  General  Assembly,  which  met  in  Wilmington  in 
1764,  Governor  Dobbs  deplored  the  great  want  of  clergymen.  In  their 
reply,  the  Lower  House  admitted  the  "  want  of  clergymen,"  but  added, 
"  sufficient  provision  was  already  made  in  proportion  to  the  ability  of 
the  people,  and  there  were  large  sums  appropriated  for  the  establish- 
ment of  schools  and  for  the  purchase  of  glebes,  under  a  suspending 
clause,  until  the  King's  pleasure  was  known,  which  had  been  borrowed 
for  the  service  of  the  late  war,  and  since  in  part  for  contingencies." ^ 

It  was  at  this  session  of  the  Legislature  that  an  act  was  passed  for 
the  erection  of  a  school-house  and  a  residence  for  the  master  in  the 
town  of  IS'ewbern,  which  was  the  first  effectual  aid  given  hy  the  Govern- 
ment for  th,e  encouragement  of  literature.  Half  of  two  lots  which  had 
been  appropriated  to  the  church  in  1740  was  set  apart  for  these  pur- 
poses.^ 

INCORPORATED   SCHOOLS — NEWBERN  ACADEMY. 

The  Eewbern  school  was  incorporated  in  1766,  being  the  first  incor- 
porated academy  in  the  State. 

The  act  is  entitled  "An  act  for  establishing  a  school-house  in  the 
town  of  Newbern,"  the  preamble  reading  as  follows  :  "  Whereas,  a  num- 
ber of  well-disposed  persons,  taking  into  consideration  the  great  neces- 
sity of  having  a  proper  school  or  public  seminary  of  learning  established, 
whereby  the  rising  generation  may  be  brought  up  and  instructed  in  the 
principles  of  the  Christian  religion  and  fitted  for  the  several  offices  and 
purposes  of  life,  have  at  great  expense  erected  and  built,  in  the  town 
of  Newbern,  a  convenient  house  for  the  purposes  aforesaid;  and  being 

1  Alexander's  Princeton  College,  p.  148. 

2  Martin's  North  Carolina,  Vol.  II,  p.  180. 

3  Davis's  First  Revisal,  Laws  of  North  Carolina,  p.  351, 


EDUCATIONAL   DEVELOPMENT,  1729-1800.  41 

desirous  that  the  same  may  be  established  by  law  on  a  permanent  foot- 
ing, so  as  to  answer  the  good  purposes  by  the  said  persons  intended: 
Be  it  enacted  by  the  Governor,  council,  and  Assembly,  and  by  the  au. 
tbority  of  the  same,  etc."  It  was  then  provided  that  trustees  should 
be  elected,  the  same  being  incorporated  injo  a  body  politic  and  corpo- 
rate by  the  name  of  the  "  Incorporated  society  for  promoting  and  estab- 
lishing the  public  school  in  Newbern,"  and  by  that  name  to  have  per- 
petual succession  and  corporate  seal. 

It  was  furthermore  provided  "  That  no  person  shall  be  admitted  to 
be  master  of  the  said  school  but  who  is  of  the  Established  Church  of 
England,  and  who,  at  the  recommendation  of  the  trustees  or  directors, 
or  the  majority  of  them,  shall  be  duly  licensed  by  the  Governor,  or 
Commander-in-chief  for  the  time  being." 

In  addition  to  taking  the  several  oaths  of  government  and  subscrib- 
ing to  the  Test,  the  trustees  had  to  take  the  following  oath:  "I,  A.  B., 
do  solemnly  swear  that  I  will  duly  and  faithfully,  to  the  best  of  my  skill 
and  ability,  execute  and  discharge  the  several  powers  and  authorities 
given  me  by  au  act  of  Assembly  for  establishing  a  school-house  in  the 
town  of  ^S^ewbern ;  and  that  in  all  things  for  the  well-ordering  and 
good  government  thereof,  I  will  do  equal  and  impartial  justice  to  the 
extent  of  my  understanding.     So  help  me  God." 

It  was  also  enacted  "  That  a  duty  of  one  penny  per  gallon  on  all  rum, 
or  other  spirituous  liquors  imported  into  (?)  the  river  Neuse,  be  paid,  for 
and  during  the  space  of  seven  years,  from  and  after  the  passing  of  this 
act,  by  the  imi^orters  thereof,  for  and  towards  raising  a  fund  for  the 
education  of  ten  poor  children  in  the  said  school  (to  be  chosen  by  the 
trustees),  whose  parents  may  be  unable  to  pay  for  the  same ;  and  that 
the  said  duty  be  part  of  the  common  stock  of  the  said  school,  and  to  be 
appropriated  as  aforesaid,  and  towards  giving  a  salary  of  twenty  pounds 
per  year  to  the  master  of  said  school,  towards  enabling  him  to  keep  an 
assistant,  which  said  duty  shall  be  collected,  accounted  for,  and  paid  to 
the  treasurer  of  the  said  school,  in  the  same  manner,  and  under  the 
same  penalties  and  restrictions  as  the  duty  of  four  i^euce  per  gallon  on 
spirituous  liquors  is  now  i)aid  and  collected."  ^ 

Owing  to  the  fact  that  prior  to  the  Eevolutionary  War  this  school 
was  under  the  control  of  the  Established  Church,  It  was  not  favorably 
regarded  by  dissenters,  many  of  them  sending  their  sons  to  the  Presby- 
terian schools  of  piedmont  Carolina,  to  be  educated.^ 

In  his  account  of  this  school  Vass  says:  ''The  first  large  and  com- 
modious building,  erected  at  great  expeu'?e,  was  burned  down  accident- 
ally in  1795,  when,  by  an  act  of  Assembly,  a  room  in  the  Palace  was  used 
for  the  school-room.  The  present  old  brick  academy  was  erected  in 
.  1806;  the  corner-stone  of  the  additional  elegant  graded  school  building 
was  laid  in  1884,  just  one  hundred  and  twenty  years  after  the  first  act 

'  Davis's  Sec.  Revisal  (Newborn,  1773),  p.  .359. 
^Caruthers's  Caldwell,  p.  30. 


42  HISTOEY    OF   EDUCATION   IN   NOETH    CAROLINA. 

of  the  Legislature  already  mentioned.  In  that  older  building  Gaston, 
Stanly,  Badger,  Spaight,  Hawks,  and  many  other  distinguished  sons 
of  Carolina  were  educated  for  future  careers  of  h'onor  and  usefulness."^ 

The  ISTorth  Carolina  Gazette  of  July  24,  1778,  contains  the  follow- 
ing advertisements,  which  show  that  even  during  the  Eevolution  edu- 
cation was  not  wholly  neglected  in  Newbern : 

"  Mr.  Joseph  Blyth  has  opened  school  in  the  public  school-house,  and 
will  teach  Latin,  English,  arithmetic,  geography,  geometry,  trigonom- 
etry, and  several  other  of  the  most  useful  branches  of  the  mathematics, 
according  to  the  best  and  most  approved  methods.  Gentlemen  and 
ladies  who  favor  him  with  their  children  may  depend  he  will  be  dili- 
gent and  pay  proper  attention  to  their  education. 

"  Newbern,  July  24." 

In  the  same  paper  Mr.  George  Harrison  advertises  a  school  for  in- 
struction in  the  English  and  French  languages.^ 

EDENTON  ACADEMY. 

In  1770  an  act  was  passed  "for  vesting  the  school-house  in  Edenton 
in  trustees."  The  preamble  is  as  follows :  "  Whereas,  the  inhabitants 
of  tiie  town  of  Edenton,  for  the  promoting  the  education  of  youth  and 
encouragement  of  learning,  have,  by  voluntary  subscription,  purchased 
two  lots  and  erected  a  convenient  school-house  thereon  in  an  agreeable 
and  healthy  situation  in  the  said  town :  Therefore,  etc."  The  charter 
provides,  like  that  of  the  liirewbern  Academy,  that  the  principal  must 
be  a  member  of  the  Established  Church.^ 

INNIS  ACADEMY. 

Of  the  academy  founded  in  Wilmington  by  James  Innis  and  in- 
corporated by  the  Legislature, in  1783,  not  much  is  to  t)e  learned. 
Wheeler,  in  referring  to  Mr.  Innis,  says:  "  Much  interest  is  connected 
with  this  name,  since  from  his  will,  duly  proved  in  1759  before  Gov- 
ernor Dobbs,  the  ^ Innis  Academy '  had  its  origin.  In  April  of  that 
year  the  Legislature  passed  an  act  incorporating  the  academy,  with 
Samuel  Ashe,  A.  McLain,  William  Hill,  and  others  as  trustees.  Before 
the  academy  building  was  completed,  a  theatrical  corps  had  been  organ- 
ized in  Wilmington,  and  an  arrangement  was  made  between  them  and 
the  trustees  that  the  lower  part  of  the  building  should  be  fitted  up  and 
used  exclusively  for  a  theatre.  This  arrangement  was  carried  out  by 
a  i)erpetual  lease  made  to  the  '  Thalian  Association.' 

"The  name  of  Colonel  Innis  is  frequently  met  with  in  the  history  of 
the  State.  He  was  born  in  Scotland,  and  lived  at  Point  Pleasant,  on 
the  north-east  branch  of  the  Cape  Fear  River,  about  seven  miles  irom 

^  Vass's  Eastern  North  Caroliaa,  p.  75. 

2J&id,  p.  44. 

3 Laws  of  Nortli  Carolina,  Davis's  Sec.  Ecvisal  (Newbern,  1773),  p.  478. 


EDUCATIONAL   DEVELOPMENT,  1729-1800.  43 

Wiluiiugtou.  Ho  had  been  an  officer  of  rank  in  the  British  army,  and 
was  distinguished  in  the  expedition  against  Oarthageua,  in  South 
America.  Ue  was  considered  a  man  of  mark,  and  possessed  of  consid- 
erable estate."  ^ 

Mr.  Wheeler  is  evidently  mistaken  as  to  the  date  of  the  establish- 
ment and  incorporation  of  this  school.  In  Martin's  Collection  of  the 
Private  Acts  of  the  General  Assembly  of  the  State  of  North  Carolina, 
published  at  Newberu  in  1794,  wo  find  that  the  Innis  Academy,  for  the 
establishment  of  which  Colonel  Innis  had  bequeathed  his  home,  known 
as  Point  Pleasant,  and  other  plantations,  and  his  negro  slaves,  was 
incorporated  by  the  Legislature  in  April,  1783.  It  was  provided  in 
the  act  of  incorporation  that  -'the  rector,  jDrofessors,  and  tutors  of  this 
academy,  and  all  other  academies  and  public  schools  in  this  State  es- 
tablished by  law,  shall  be  exempt  from  military  duty  during  their  con- 
tinuance in  those  offices,  provided  the  number  of  teachers  in  any  of  the 
said  academies  or  public  schools  shall  not  exceed  three;  provided,  also, 
that  all  scholars  and  students  entering  into  said  academy,  or  any  other 
public  school  and  being  of  the  age  of  fifteen  years  or  under  at  the  time 
of  entering,  shall,' during  their  continuance  thereat,  be  exempt  from  all 
military  duties." 

MARTIN  ACADEMY— NOW  WASHINGTON  COLLEGE,  TENNESSEE. 

In  1783  the  Legislature  of  North  Carolina  incorporated  Martin  Acad- 
emy, in  AVashingtou  County,  N.  C.  (now  Washington  County,  Tenn.), 
which  was  the  first  literary  institution  that  was  established  in  the  great 
valley  of  the  Mississippi.  John  Canson,  president,  and  Hezekiah  Balch, 
Samuel  Doak,  William  Heuston,  James  Heuston,  Thomas  Stewart,  Daniel 
Kenady,  Landon  Carter,  and  Robert  Irwin  were  incorporated  into  a 
body  politic  and  coriDorate  as  president  and  trustees  of  Martin  Academy, 
"  with  the  same  powers,  authorities,  and  privileges  "  as  were  accorded  the 
president  and  trustees  of  Liberty  Hall  Academy,  in  Charlotte.^  This 
school  became  Washington  College  in  1795.  Eev.  Samuel  Doak,  a  na- 
tive of  Virginia,  educated  at  Princeton  College  and  at  one  time  a  tutor 
in  Hampden-Sidney  College,  was  the  president  of  this  school  from  its 
iucorporatioii  in  1783  till  1818.  Foote  says:  "  He  procured  for  his  in- 
stitution a  small  library  in  Philadelphia,  caused  it  to  be  transported  in 
sacks  on  pack-horses  across  the  mountains,  and  thus  formed  the  nu- 
cleus of  thelibrary  at  AYashington  College.  The  brick  buildings  overlook 
the  site  of  the  log  college ;  but  long  must  it  be  before  the  enlarged  in- 
stitution can  equally  overshadow  the  usefulness  of  the  log  academy  and 
college  that  for  a  time  supplied  the  opportunities  for  education  for  min- 
isters, lawyers,  and  doctors,  in  the  early  days  of  Tennessee,  and  still 
is  sending  out  its  stream."^ 

'Wheeler's  Kcuiiuiscences,  p.  30d. 

^Martin's  Collectiou  of  Private  Acts,  p.  Ill) ;  also  see  Phelan's  History  of  Tennessee, 
Dedication,  and  page  2.13. 
*  Foote'3  Sketches  of  North  Carolina,  p.  311. 


44  HISTORY    OF   EDUCATION   IN   NORTH   CAROLINA.  . 

MORGAN  ACADEMY. 

Morg^an  Academy,  Burke  County,  oue  of  the  most  noted  schools  in 
that  part  of  the  State  then  called  the  District  of  Morgan,  was  incor- 
porated in  1783  with  James  Temple,  president,  and  Waightstill  Avery, 
Charles  McDowell,  William  Moore,  Alexander  Irwin,  James  Greenlie, 
Benjamin  Ellage,  Abraham  Denton,  and  David  Vance  as  president  and 
trustees.^ 

OTHER  INCORPORATED  INSTITUTIONS. 

The  following  list  includes  all  the  incorporated  schools  of  the  eight- 
eenth century  in  North  Carolina  which  have  not  been  previously  men- 
tioned. The  date  of  incorporation  is  given  in  each  case.  It  will  be  seen 
that  at  the  close  of  the  Eevolutionary  War  much  interest  was  mani- 
fested in  the  promotion  of  education  : 

Smith's  Academy,  Edenton,  Chowan  County,  1782. 

The  General  Assembly,  in  1783,  passed  an  act  establishing  two  public  schools  in 
Onslow  County,  one  in  the  village  of  New  Town,  at  the  mouth  of  White  Oak  River, 
and  the  other  at  the  Richlands  of  New  River.  By  the  same  act  the  name  of  New 
Town  was  changed  to  Swansborough.^ 

Davidson  Academy,  Davidson  County,  1785. — Two  hundred  and  forty  acres  of  State 
land  were  given  this  school. 

Grove  Academy,  Duplin  County,  1785. — The  North  Carolina  Chronicle,  or  Fayette- 
ville  Gazette,  of  January  3,  1701,  contains  the  following  advertisement  of  this  insti- 
tution, which  gives  an  idea  of  its  scope  and  character: 

"Gentlemen  who  wish  to  encourage  literature  in  this  part  of  the  Sbate  are  hereby 
informed  that  the  Grove  Academy  in  this  county  will,  on  the  second  Monday  in 
January,  again  open  ;  where  the  Greek  and  Latin  languages  will  be  taught,  and  also 
the  sciences.  Boarding  may  be  procured  on  as  moderate  terms  as  can,  from  the  pres-, 
ent  price  of  produce,  be  expected.  We  also  presume  that  the  order  and  regulation 
here  observed,  and  the  progress  made  by  those  who  have  been  members  of  it,  is  equal 
to  any  which  have  been  made  in  any  j)rivate  institution. 

"The  assistance  and  encouragement  of  generous  and  patriotic  gentlemen  will  be 

kindly  received. 

"  By  order  of  the  trustees. 

"Thomas  Routledge, 

"  Duplin  County,  December  24,  1790.  "  "  Vice- President. " 

Dobhs  Academy,  Kinston,  Dobbs  County  (now  Lenoir  County),  1785. 

Franklin  Academy,  Franklin  County,  1786. 

Pitt  Academy,  Marti nborough,  Pitt  County,  1786. — By  the  same  act  the  name  of  Mar- 
tinborough  was  changed  to  Greenville. 

Pittshoi'ough  Academy,  Chatham  County,  1786.  , 

Richmond  Academy,  Richmond  County,  1786. 

Warrenion  Academy,  District  of  Halifax  (now  Warren  County),  1786. — Prominent 
among  the  trustees  were  Nathaniel  Macon,  Benjamin  Hawkins,  and  Rev.  Henry  Pa- 
tillo.  The  treasurer  of  the  board  was  bound  in  a  bond  of  £5,000.  The  institution 
could  confer  certificates  of  proficiency,  but  not  degrees. 

Currituck  Seminarij  of  Learning,  Currituck  County,  1789. — Trustees  were  appointed 
to  take  charge  of  property  and  gifts  to  the  institution,  and  to  attend  to  the  "  build- 

1  Martin's  Collection  of  Private  Acts,  p.  119.  ^  Ibid.,  p.  118. 


EDUCATIONAL    DEVELOPMENT,  1729-1800.  45 

ing  or  purchasing  of  sxiitablo  autl  conveuieut  houses,  purchasing  a  library  and  philo- 
sophical ajiparatus,  and  supporting  and  paying  the  salaries  of  the  provost  and  such 
uumbor  of  professors  and  tutors  as  to  them  shall  seem  necessary." 

Onslow  Academy,  Onslow  County,  1791. 

Lumhcrton  Jcadcmt/,  Robeson  County,  1791. 

Stolrf<  Semiiit(rii,  Wadesborough,  Anson  County,  1791. 

Stokes  Semhuiri/,  Henderson,  Montgomery  County,  1797. 

Bladen  Academi/,  Elizabeth,  Bladen  County,  1797. 

Seminary  in  Salisbury,  Rowan  County,  1798. 

SmilhviUe  Academy,  Brunswick  County,  1798. — The  trustees  were  authorized  by  the 
act  of  incorporation  to  raise  1^7,000  by  lottery  for  the  school. 

Unity  Meeting- House  Academy,  Randolph  County,  1798. 

Adams  Creek  Academy,  Craven  County,  1798. 

Fayetteville  Academy,  Cumberland  County,  1799. 

Moore  County  Academy,  Moore  County,  1799. 

Some  of  tlie  above  institutions  had  existed  several  years  before  being 
incorporated. 

LOTTERIES  FOR  SCHOOLS. 

In  the  eighteenth  and  in  the  early  part  of  the  present  century,  it  was 
common  in  Xorth  Carolina,  as  in  other  States,  for  the  Legislature  to 
grant  to  schools  the  right  to  raise  funds  for  building  and  other  pur- 
poses by  means  of  lotteries.  The  University  of  North  Carolina  was 
assisted  in  this  way  several  times. 

The  following  act,  passed  by  the  General  Assembly  in  1797,  will  show 
how  these  lotteries  were  conducted : 

"AN  ACT  to  authorize  the  trustees  of  the  Pittsborough  Academy  to  raise  the  sum  of 
seven  hundred  dollars,  by  way  of  lottery. 

"  WJiereas,  The  trustees  of  the  academy  aforesaid  have  represented 
to  this  General  Assembly  that  the  raising  of  the  above  sum  of  seven 
hundred  dollars  would  be  of  great  benefit  to  said  institution : 

"  I.  Be  it  enacted  by  the  General  Assembly  of  the  State  of  Korth  Carolina^ 
and  it  is  hereby  enacted  by  the  authority  of  the  same,  That  the  trustees  of 
the  academy  aforesaid  shall  have  leave  to  raise  by  way  of  lottery  the 
sum  aforesaid,  and  that  John  Ramsey,  James  Taylor,  Charles  Chalmers, 
John  Henderson,  James  Bradley,  John  Dabney,  and  William  Warden 
^shall  be,  and  they  are  hereby,  appointed  commissioners  for  the  purpose 
of  opening  and  completing  a  scheme  of  a  lottery  calculated  to  raise  the 
sum  aforesaid,  in  the  following  manner: 

o,  50Q  tickets  at  two  dollars  each,  is  $7,000. 

1  Prize  of  four  hundred  dollars  is $400 

2  Prizes  of  one  hundred  dollars  is 200 

4    Do.     of  fifty  dollars  is 200 

8    Do.     of  thirty-five  dollars  is 280 

18  Do.  of  twentv-five  dollars  is 450 

200  Do.  of  ten  do'Hars  is 2, 000 

490  Do.  of  three  dollars  is 1,470 

400  Do.  of  live  dollars  is 2,000 

1,123  Prizes §7,000 

2,377  Blanks. 

3,500  Tickets  at  two  dollars  each,  is  $7,000. 


46  HISTORY   OF    EDUCATION    IN    NORTH    CAROLINA. 

"And  the  said  commissioners,  or  a  majority  of  them,  shall  be  man 
agers  of  said  lottery,  and  shall  be  accountable  for  the  prizes  and  profits 
thereof. 

"II.  And  he  it  further  enacted,  That  when  three-fourths  of  the  said  tick- 
ets are  sold,  that  the  drawing  of  the  said  lottery  shall  commence,  under 
the  management  of  the  said  commissioners,  they  giving  thirty  days'  no- 
tice in  the  Fayetteville  Gazette. 

"  III.  And  be  it  further  enacted,  That  all  prizes  shall  be  paid  in  four  ' 
weeks  after  the  drawing  is  finished  upon  demand  of  a  possessor  of  a ; 
fortunate  ticket,  which  prize  shall  be  subject  to  a  deduction  of  ten  per  \ 
cent. ;  and  if  such  prize  is  not  demanded  within  six  months  after  the  j 
drawing  is  finished,  of  which  public  notice  shall  be  given  in  some  public  i 
paper  in  this  State,  the  same  shall  be  considered  as  relinquished  for  the ' 
benefit  of  said  academy,  and  the  produce  of  said  lottery  shall  be  vested 
in  the  trustees  aforesaid."  | 

Sections  IV  and  V  of  the  act  provide  for  the  bond  of  the  treasurer,  and  { : 
for  the  collection  of  the  bond  in  case  he  should  fail  to  perform  his  duty.  { 

GERMAN  IMMIGRATION — THE  MORAVIANS. 

Of  the  30,000  Germans  who  left  their  country  in  the  early  part  of  the 
eighteenth  century  to  find  homes  in  America,  18,000  are  said  to  have 
eventuallj^  settled  in  North  Carolina.  Baron  De  Graflfenried  with  his 
Swiss  and  Palatines  settled  in  Kewbern  in  the  eastern  part  of  the  State. 
Later  German  emigration  settled  principally  in  the  Piedmont  section,     j 

In  1751  the  religious  sect  known  as  the  Unitas  Fratrum,  commonly  I 
called  Moravians,  purchased  100,000  acres  of  land  in  western  Carolina,  ! 
and  in  1753  began  their  settlement,  which  from  that  time  to  this  has- 
been  noted  as  one  of  the  most  moral,  prosperous,  and  intelligent  com-  | 
munities  in  the  State. 

These  Germans  were,  as  a  class,  men  of  fair  education  and  refinement, 
especially  in  the  Moravian  settlements.  The  latter,  even  before  homes 
for  all  had  been  provided,  erected  a  church  and  school-house  in  their 
settlement. 

One  of  the  most  noted  of  the  early  Moravian  settlers  in  Carolina  was 
John  Jacob  Fries,  who  came  to  the  colony  in  April,  1754.  Mr.  Fries' 
was  a  native  of  Denmark,  where,  previous  to  his  coming  to  America,  he 
had  officiated  as  an  assistant  minister  and  had  acquired  a  wide  reputa- 
tion as  an  accomplished  scholar,  especially  in  the  Hebrew  language. 
He  was  one  of  the  jDioneer  teachers  of  North  Carolina,  in  which  voca- 
tion he  continued  till  his  death  in  1793.^ 

Salem,  one  of  the  most  beautiful  towns  in  the  State  and  the  principal 
settlement  of  the  Moravians,  was  laid  out  iu  1765.  The  first  permanent 
school-house  for  boys  was  built  in  1794.    An  account  of  the  Moravians,^ 

'  Vide  Reicliel's  History  of  the  Moravians  iu  North  Carolina. 

*  Supposed  to  have  been  •written  by  Bishop  Reichel,  of  the  Mgrt^yiEin  Qhurcb,  and, 
published  iu  Martin's  North  Carolina,  Vol,  J,  Appendix. 


EDUCATIONAL   DEVELOPMENT,  1729-1800.  47 

written  about  1800,  contains  the  following :  "  The  male  children  of  the 
inhabitants  of  the  town  and  of  the  other  members  of  the  congregations 
living  in  the  neighborhood  receive  from  their  sixth  to  their  twelfth  or 
fourteenth  year  instruction  in  reading  and  writing,  German  and  Eng- 
lish, ciphering,  history,  geography,  and  some  of  them  in  the  rudi- 
ments of  the  Latin  language,  drawing,  and  music." 

The  Salem  Female  Academj^,  one  of  the  best  equipped  and  most 
widely  known  institutions  for  higher  female  education  in  the  South,  m^  as 
founded  in  1802.  Its  history  is  valuable  and  interesting.  Until  the 
late  Civil  War  it  was  the  most  noted  female  school  in  the  South,  and 
one  of  the  best  in  the  Union,  and  up  to  that  time  its  influence  on  the 
higher  female  education  in  other  States  was  marked.  The  total  number 
of  students  who  studied  here  between  1804  and  185G  was  3,470,  from 
seventeen  States.  This  school  throughout  its  entire  existence  has  been 
noted  for  the  competent  and  successful  teachers  it  has  sent  forth.  It  is 
patronized  by  every  denomination,  and  the  most  dis^nguished  men  of 
the  country  have  sent  daughters  there  to  be  educated. 

THE  LUTHERANS. 

Previous  to  the  Revo  lutionary  War  the  Lutheran  congregation  in  the 
State  was  under  the  supervision  of  the  Consistory  of  Hanover  and  the 
University  of  Gottingen,  which  not  only  gave  pecuniary  aid,  but  also 
sent  over  pastors  and  teachers,  who  were  men  of  ability  and  scholar- 
ship. Gottfried  Arndt  was  one  of  the  most  noted  of  these.  After  the 
Revolutionary  War  the  ]S"orth  Carolina  congregation  was  made  subject 
to  the  Julius  Charles  University  of  Helmstadt,  in  the  Duchy  of  Bruns- 
wick. The  Lutherans  have  ever  maintained  good  schools,  and  at  this 
time  have  under  their  control  North  Carolina  College  in  Cabarrus 
County,  Concordia  College  in  Catawba  County,  and  Gaston  College  in 
Gaston  County.^ 

STATE   OF  EDUCATION  IN  1795. 

The  state  of  education  in  North  Carolina  during  the  closing  years  of 
the  eighteenth  century  may  be  judged  from  the  following  extract  from 
a  very  interesting  and  instructive  work  written  by  Rev.  W.  Winter- 
botham,  which  is  entitled,  A  View  of  the  United  States  of  America, 
published  in  London,  1796.  After  giving  an  account  of  the  State  Uni- 
versity, whicli  had  just  been  opened,  he  adds :  "  There  is  a  very  good 
academy  at  Warrenton,  another  at  AVilliamsborough,  in  Granville 
(County),  and  tliree  or  four  others  in  the  State  of  considerable  note."^ 
The  principal  of  the  Warrenton  Academy,  Professor  George,  was  a 
graduate  of  Trinity  College,  Dublin.^ 

•  Vide  Brnebeim's  History  of  the  German  Settlements  in  North  Carolina  aud  South 
Carolina. 
-  American  Journal  of  Education,  Vol.  XVI,  p.  156, 
2  Foote'a  Sketches  of  North  Carolina,  p.  543, 


48  HISTOEY    OF   EDUCATION   IN   NORTH    CAROLINA. 

An  announcement  in  the  l^orth  Carolina  Journal  of  June  22,  1795, 
written  about  the  time  of  Dr.  Winterbotham's  visit  to  the  United  States, 
reads:  "We  have  the  pleasure  to  announce  to  the  public  that  the 
academy  at  Thyatira,  erected  and  conducted  by  Dr.  McCorkle;  the 
Warrenton  Academy,  under  the  management  of  the  Eev.  Mr.  George ; 
and  the  Chatham  and  Newbern  Academies,  are  all  in  a  very  flour-  ' 
ishing  state.  The  high  reputation  and  great  experience  of  the  gen- 
tlemen who  have  the  direction  of  these  seminaries  will  insure  their  es- 
tablishment and  success,  and  furnish. annually  a  large  number  of  stu- 
dents prepared  to  enter  at  once  upon  the  higher  branches." 

The  State  was  now  ready  for  a  university.  Men  like  Caldwell,  Pa- 
tillo,  and  Hall  had  prepared  the  people  for  a  higher  and  more  thorough 
education  than  could  be  obtained  in  the  log  colleges.  It  was  through 
their  efforts  that  constitutional  provision  was  made  for  the  establish- 
ment of  the  University,  and  now  at  the  beginning  of  the  nineteenth 
century  we  find  it  the  leading  institution  for  higher  education  in  N^orth 
Carolina. 

TWO  ACCOUNTS  OF  THE  STATE  OF  EDUCATION  AND  SOCIETY  BEFORE 

1810.1 

In  Caswell  County. 

The  following  account  of  education  in  one  of  the  northern  central 
counties  of  the  State  is  taken  from  an  article  by  that  distinguished 
North  Carolinian,  the  Hon.  Bartlett  Yancy  [now  written  Yancey],  first 
published  in  the  Raleigh  Star,  in  August,  1810,  and  republished  in  the 
Korth  Carolina  University  Magazine  for  November,  1860. 

Mr.  Yancy  says  :  "  The  progress  of  society  and  civilization  depends 
upon  the  education  and  virtue  of  the  people;  great  improvements, 
therefore,  have  been  made  since  the  first  settlement  of  the  county. 
From  1750  to  twenty -five  years  after,  it  is  computed  that  not  more 
than  one-third  of  the  inhabitants  could  read,  and  scarcely  half  that  num- 
ber could  write  a  legible  hand ;  from  1775  to  1800  what  was  then  called 
a  common  English  education,  viz,  '  to  read,  write,  and  cipher  as  far  as 
the  rule  of  three,'  was  given  to  a  little  more  than  half  of  the  inhabitants, 
but  from  1800  up  to  the  present  time  (1810)  the  progress  of  civilization 
and  literature  has  been  greater  than  for  perhaps  fifty  years  antecedent 
to  that  time.  The  great  revival  of  religion  about  that  period  seems  to 
have  contributed  much  to  the  dissemination  of  morality,  sound  princi- 
ples, and  good  order  in  society;  but,  as  naturalists  have  observed, 
every  calm  is  succeeded  by  a  storm,  and  accordingly  many  of  the  infe- 
rior classes  of  society  appear  now  more  depraved  than  ever. 

"  For  the  progress  of  literature  in  the  inferior  branches  of  an  educa- 
tion, such  as  reading,  writing,  and  arithmetic,  since  1800,  the  people  of 
this  county  are  much  indebted  to  Mr.  Eobert  H.  Childers.  Greater  im- 
provement in  writing  could  not  have  been  expected  by  any  man.    At 

igee  foot-note,  p.  51, 


P:DUCATI0NAL    development,  172U-1800.  49 

least  one-half  of  the  youth  of  the  county  who  write  well  were  taught, 
either  directly  or  indirectly,  by  this  excellent  penman. 

"  Situated  within  a  quarter  of  a  mile  of  the  court-house  is  Caswell 
Academy.  The  plan  of  Caswell  Academy  was  first  conceived  and 
brought  to  view  in  the  winter  of  1801.  Early  in  the  succeeding  year 
between  $500  and  $000  was  subscribed,  and  during  the  year  1803  it 
was  completed  for  the  reception  of  students.  The  Eev.  Hugh  Shaw 
and  Bartlett  Yancy  were  the  teachers  for  the  first  two  years ;  the 
number  of  students  was  from  55  to  05  each  year.  From  that  period  the 
institution  was  not  in  a  very  flourishing  state  until  1808,  since  which 
time  it  has  prospered  much  under  the  direction  of  Mr.  John  W.  Cald- 
well, a  gentleman  educated  in  Guilford  County  by  his  father,  the  Eev. 
David  Caldwell,  well  known  in  the  State  for  his  services  in  disseminat- 
ing literature,  morality,  and  religion  among  his  fellow-citizens.  The 
funds  of  the  academy  at  present  are  low ;  it  is  now,  and  always  has 
been,  dependent  on  the  liberality  of  the  trustees  of  the  institution 
and  a  few  other  public-spirited  gentlemen  of  the  county  for  a  support. 
Ko  library  of  consequence  is  yet  established ;  a  plan  has,  however,  been 
suggested,  and  is  now  going  into  operation,  by  which  it  is  hoped  a  good 
library  will  be  procured  in  a  few  years.  The  number  of  students  at 
present  is  38. 

•'  Hico  Academy,  situated  near  the  Eed  House,  in  Caswell,  was  erected, 
it  is  believed,  in  1801,  hy  a  number  of  public-spirited  gentlemen  in  that 
part  of  the  county.  Mr.  Shaw,  after  he  left  Caswell  Academy,  became 
the  teacher  in  this  academy  for  two  or  three  years,  during  which  time, 
it  is  believed,  it  had  between  30  and  40  students.  It  has  since  been  on 
a  decline,  and  about  the  middle  of  last  month  it  was  consumed  by  fire. 
*  *  *  The  trustees  have,  however,  determined  to  rebuild  it  of  brick, 
upon  a  more  extended  plan. 

"  Since  the  establishment  of  these  institutions  the  progress  of  virtue 
and  of  science  in  the  county  has  exceeded  the  most  flattering  hopes  of 
the  friends  of  literature.  *  *  *  TWe  inhabitants  generally  are  more 
enlightened  ;  men  who  thirty  and  forty  years  ago  were  considered  the 
best  informed  and  most  learned  among  us  are  now  scarcely  equal  in 
point  of  information  to  a  school-boy  of  fifteen  years." 

Ur.  Yancy  then  mentions  some  honor'ed  citizens  of  I*forth  Carolina 
and  Virginia  who  were  fitted  for  the  University  at  these  institutions. 

He  tells  us  that  there  were  two  societies  in  the  county,  constituted  for 
intellectual  imi^rovement,  their  exercises  being  mostly  polemical.  In 
1808  some  gentlemen  of  Perso^jknd  Caswell  Counties  organized  a  society 
for  the  encouragement  of  the  arts  and  agriculture,  but,  at  the  time  he 
writes,  but  little  had  been  done  for  its  promotion. 

As  a  further  index  to  the  condition  of  society  in  this  section  of  the 
State,  the  following  facts  are  drawn  from  Mr.  Yancy's  admirable  sketch  : 

At  that  time  (1810)  there  were  in  Caswell  County  five  practising  phy- 
sicians— John  McAden,  William  S.Webb,  Samuel  Dabney,  James  Smith, 
17037— No.  2 4 


50  HISTOEY    OF   EDUCATION   IN   NOETH    CAEOLINA, 

and  Edward  Foulks ;  and  three  lawyers — Bartlett  Yancy,  Edward  D.  \ 
Jones,  and  Solomon  Graves.  j 

The  state  of  religion  may  best  be  estimated  by  the  number  of  churches  ' 
and  communicants:  "There  are  four  Baptist  churches  and  about  300 
communicants ;  four  Presbyterian  congregations  and  about  200  or  250 
communicants ;  three  or  four  Methodist  societies  and  250  or  300  com- 
municants." 

We  are  told  that  "  the  amusements  of  the  polite  part  of  society  consist 
in  balls,  tea-parties,  and  visiting  parties.  Those  of  an  inferior  class 
consist  of  Saturday-night  frolics,  now  become  almost  obsolete  j  shooting- 
matches  and  horse-racing  afford  amusement  to  the  better  sort  of  men, 
and  now  and  then  may  be  seen  a  party  with  an  old,  rusty  pack  of  cards, 
amusing  themselves  for  whisky.  The  only  sporting  club  in  the  county 
is  the  '  Jocky  Club'  of  the  Caswell  turf." 

In  Edgecombe  County. 

In  1811  the  Ealeigh  Star  published  a  sketch  of  "  Edgecombe  Countyj 
in  1810,"  by  Jeremiah  Battle,  M.  D,,  who  was  one  of  the  first  students 
of  the  State  University.  At  this  time  he  was  a  practising  physician  in 
Tarborough,  Edgecombe  County  (in  eastern  ^N^orth  Carolina),  but  he 
afterwards  removed  to  Ealeigh,  where  he  died  in  1825.  The  North 
Carolina  University  Magazine  for  April,  1861,  republished  Dr.  Battle's 
article,  and  it  is  from  this  that  the  following  data  are  obtained^:    '        | 

"  The  ijrogress  of  learning  for  twenty-five  years  back  has  been  slow, 
and  perhaps  has  not  more  than  kept  pace  with  the  i50i)ulation,  till 
within  these  two  or  three  years.  The  people  now  manifest  some  dispo- 
sition to  diffuse  learning,  perhaps  from  their  finding  the  means  of  ob- 
taining it  more  accessible  now  than  heretofore.  The  custom  at  the 
public  schools,  and  in  some  towns,  among  those  who  are  desirous  ol 
Intellectual  improvement,  has  found  its  way  here.  Societies  have  been 
formed,  and  kept  up  with  a  tolerable  degree  of  spirit,  greatly  to  the 
benefit  of  the  members  there<|f,  both  in  talents  and  morals.  *  *  * 
Some  attempts  have  been  made  to  procure  libraries,  but  this,  for  some 
of  the  above  reasons,  was  never  effected,  except  by  a  society  that  was 
in  existence  about  fifteen  years  ago.  On  the  dissolution  of  that  body 
the  books  were  scattered  abroad,  or  divided  among  those  who  contrib- 
uted to  the  establishment.  The  agricultural  society  has  appropriated 
a  sum  of  money  to  procure  an  agricultural  library.  Some  donations 
are  made  of  books  for  this  purpose.  On  the  fourth  day  of  July,  1810. 
proposals  were  made  for  the  establishm^t  of  a  society  for  the  promo- 
tion of  agriculture  and  the  arts.  The  plan  has  succeeded  so  far  as  tC' 
go  into  operation.  It  has  now  upwards  of  thirty  respectable  members, 
whose  public  spirit  is  thus  manifested,  greatly  to  their  benefit,  and  it  is 
to  be  hoped  to  ihe  benefit  of  the  country.    *     *     * 

"  It  is  believed  that  about  two-thirds  of  the  people  generally  car 
read,  and  one-half  of  the  males  write  their  names,  but  not  more  thai 


EDUCATIONAL    DEVELOPMENT,  1729-1800.  51 

one-third  of  the  woineu  can  write.  The  girls  not  at  school  are  learn- 
ing and  are  very  desirous  to  write;  it  is  deemed  a  more  important  .ac- 
complishment  in  that  sex  among  the  common  people  now  than  for- 
merly.    *     *     * 

"  There  are  seventeen  county  schools  in  the  county,  at  which  there  are 
about  four  hundred  scholars ;  nothing  more  is  attemjDted  to  be  taught 
In  them  than  the  elements  of  reading,  writing,  and  arithmetic,  and  but 
few  of  the  teachers  are  qualitied  to  do  justice  to  those.  Notwithstand- 
ing this  apparently  infant  state  of  literature,  we  may  easily  discover 
that  it  is  progressing;  for  fifty  years  ago  there  was  not  more  thau  one 
or  two  schools  in  the  whole  county.  For  want  of  an  academy  in  this 
county  several  have  been  sent  to  those  in  the  adjacent  ones,  viz,  at 
Westrayville  and  Vine  Hill.  It  is  in  contemplation  to  establish  an 
academy  at  Mount  Prospect,  in  this  county,  and  we  can  not  account 
for  the  delay  otherwise  than  from  the  general  indiflt'erence  with  which 
learning  is  still  viewed." 

Dr.  Battle,  in  the  article  quoted  from  above,  says  that  there  was  but 
one  lawyer  and  few  physicians  in  the  county  in  ISIO,  but  that  quacks 
were  abundant. 

The  only  religious  denominations  were  the  Baptists  and  Methodists. 
The  former  had  several  churches  and  numbered  about  five  hundred  and 
twenty  communicants.  The  Methodists  were  not  strong  numerically, 
but  had  several  places  of  worship. 

Amusements  were  not  jDursued  to  any  great  extent.  The  principal 
out-door  sports  were  hunting,  fishing,  shooting-matches,  course-racing, 
and  quarter-racing.  There  were  no  "  sporting  clubs."  Dr.  Battle  says  : 
"  Card-playiug  is  an  amusement  confined  to  a  few ;  and  they  are  not 
much  disposed  to  make  the  winning  and  losing  any  great  object. 
Gambling  under  the  name  of  amusement  has  nearly  ceased.  The  ladies 
have  never  been  known  to  play  for  money.  Balls  and  family  tea-par- 
ties afford  the  principal  amusemeuts  in  which  the  ladies  participate, 
and  those  are  not  so  common  as  formerly." ' 

^It  must  not  be  understood  that  the  above  accounts  represent  the  general  educa- 
tional condition  of  North  Carolina  in  1810.  They  are  true  for  the  counties  of  which 
thej-  treat,  but,  as  has  been  shown,  those  parts  of  the  State  in  which  Presbyterians 
were  influential,  good  classical  schools  had  existed  since  about  the  middle  of  the 
eighteenth  century. 


CHAPTER  III. 
THE  U5IVEKSITY  OF  NOETB[  CAEOLIKA. 


THE  CONSTITUTION  AND  THE  UNIVERSITY.  1 

'! 

I:^orth  Carolina  was  one  of  the  first  States  to  make  constitutional  pro- 
vision for  the  higher  education.  To  the  Scotch-Irish  Presbyterians  occu- 
pying Central  and  Piedmont  Carolina  is  due  the  lasting  honor  of  having 
established  the  first  academies  in  the  Province,  and  it  is  said  that  it  was 
through  their  influence  that  the  clause  providing  for  a  university  was 
inserted  in  the  initial  Constitution  of  the  State.  It  is  worthy  of  note 
that  the  men  of  Mecklenburg  County,  whose  capital,  Charlotte,  was 
termed  by  Cornwallis  "  the  hornets'  nest  of  the  Kevolution,"  instructed 
their  delegates,  John  Phifer,  Robert  Irwin,  Zaccheus  Wilson,  Hezekiab 
Alexander,  and  Waightstill  Avery,  to  use  their  endeavors  for  the  es 
tablishment  of  a  college  and  its  endowment  and  maintenance.  In  the 
efforts  to  promote  education,  privileges  which  the  British  Government 
had  accorded  other  colonies  had  been  denied  this,  and,  doubtless,  the 
refusal  of  the  King  to  grant  a  charter  to  Queen's  College,  in  Charlotte 
on  conditions  similar  to  those  of  Harvard  and  Princeton,  fired  the  re 
sentment  of  the  Eevolutionary  patriots,  and  quickened  their  actioi 
under  the  blessings  of  liberty  an^  the  protection  of  the  new-born  Ee 
public. 

It  was  one  of  the  darkest  hours  of  the  Revolution  when  the  represent i 
atives  of  the  people  met  at  Halifax,  I^ovember  12,  1776,  to  throw  ofl 
their  provisional  government  and  adopt  a  permanent  constitution.  Tht 
recent  defeat  of  the  Continental  Army  at  Long  Island  and  the  capture 
of  New  York  filled  the  country  with  gloom  and  despondency,  but  thest 
sturdy  sons  of  Carolina  had  hearts  full  of  stern  resolution  and  abiding; 
faith.  On  the  18th  of  December  a  State  Constitution  was  adopted,  anc 
it  is  in  obedience  to  a  clause  of  Section  XLI  that  the  University  owes  its 
establishment.  ^ 

In  the  annual  address  before  the  Alumni  Association  of  the  Univeri 
sity  of  North  Carolina,  which  convened  in  Ealeigh  on  January  26,  18811 
President  Kemp  P.  Battle  thus  alluded  to  the  members  of  the  conven 
tion:  "  They  not  only  framed  a  constitution  of  surpassing  wisdom,  hw 


^It  is  worthy  of  note  tliat  this  clause  is  almost  identical  with  Article  XLIV  of  th( 
Constitution  of  Pennsylvania,  which  was  adopted  by  the  Convention  which  met  ii 
Philadelphia  from  July  15  to  September  28,  1776. 

52 


UNIVERSITY   OF   NORTH   CAROLINA.  53 

■with  faith  approaching  sublimity,  when  bullets  were  being  moulded  and 
soldiers  were  maishalling,  and  the  roar  of  cannon  was  echoing  among 
the  hills,  they  provided  for  the  interests  of  unborn  children.  Their 
clear  vision  looked  through  the  murky  present,  and  d'scerned  the 
needs  of  the  distant  future.  They  knew  that  their  children  would  not 
be  capable  of  freedom  without  education.  They  knew  there  could  be 
no  education  without  teachers.  They  knew  that  teachers  could  not  be 
procured  without  institutions  of  higher  learning,  and  while  providing 
for  the  education  of  the  masses  they  made  the  requirements  of  the  Uni- 
versity a  jiart  of  the  fundamental  law.  They  coupled  common  school 
education  with  the  education  of  the  University.  Hear  these  golden 
words  written  amid  storms  and  thundering,  to  be  made  good  when  the 
sun  shone  brightly  on  a  free  and  united  people :  'A  school  or  schools 
shall  be  establishedby  the  Legislature  for  the  convenient  instruction  of 
youth,  with  such  salaries  to  the  masters,  paid  by  the  public,  as  may 
enable  them  to  instruct  at  low  prices  j  and  all  useful  learning  shall 
be  duly  encouraged  and  promoted  in  one  or  more  Universities.'" 

The  conventions  of  1835,  18G1,  18G5,  and  18G8  left  the  requirements 
of  the  University  in  the  Constitution.  The  people,  in  1873,  by  a  separate 
vote,  indorsed  the  University,  and  intrusted  its  management  to  the  Gen- 
eral Assembly.  The  convention  of  1875  re-enacted  the  University  jiro- 
visions,  and  its  action  was  ratified  by  the  people  in  1870.  Thus  the 
University,  born  of  the  Constitution  of  177G,  has  continued  the  child  of 
the  State. 

The  present  Constitution  provides,  in  Article  IX,  Sections  6,  7,  and 
14,  that  ''The  General  Assembly  shall  have  power  to  provide  for  the 
election  of  trustees  of  the  University  of  Xorth  Carolina,  in  whom  when 
chosen,  shall  be  vested  all  the  iirivileges,  rights,  franchises,  and  endow- 
ments thereof,  in  anywise  granted  to  or  conferred  upon  the  trustees  of 
said  University ;  and  the  General  Assembly  may  make  such  provisions, 
laws,  and  regulations,  from  time  to  time,  as  may  be  necessary  and  ex- 
pedient for  the  maintenance  and  management  of  said  Universitj". 

"The  General  Assembly  shall  provide  that  the  benefits  of  the  Univer- 
sity, as  far  as  practicable,  be  extended  to  the  youth  of  the  State,  free  of 
expense  for  tuition  ;  also  that  all  the  i)roperty  which  has  heretofore  ac- 
crued to  the  State,  or  shall  hereafter  accrue,  from  escheats,  unclaimed 
dividends,  or  distributive  shares  of  the  estates  of  deceased  persons, 
shall  be  appropriated  to  the  use  of  the  University. 

"As  soon  as  practicable  after  the  adoption  of  this  Constitution,  the 
General  Assembly  shall  establish  and  maintain  in  connection  with  the 
University,  a  department  of  agriculture,  of  mechanics,  of  mining,  and  of 
normal  instruction." 

The  Hon.  John  Manning,  LL.D.,  professor  of  law  in  the  University  of 
North  Carolina,  in  an  address  before  the  University  Alumni  Association 
in  1884,  after  emphasizing  the  constitutional  claims  of  the  University 
for  State  aid,  said:  "So  that  the  University  does  not  lack  the  sanction 


54  HISTOKY    OF    EDUCATION   IN   NORTH   CAROLINA. 

either  of  the  Constitution  or  of  the  people.  Under  the  loving  care  of 
the  people  of  the  State,  led  by  wise  master-builders,  much  more  than 
from  the  liberality  of  the  General  Assembly,  the  University  grew  in  the 
lapse  of  nearly  a  century  to  be  a  great  institution,  the  nursing  mother 
of  the  ingenuous  youth  of  the  State  without  distinction  of  party  or  sect. 
Embracing  all  her  children  in  her  great  catholic  heart,  she  has  always 
striven  to  allay  sectional  feeling,  to  moderate  sectarian  heat,  to  culti- 
vate and  encourage  a  broad,  ardent  love  for  the  State,  a  veneration  for 
her  early  history  and  traditions,  an  appreciation  of  the  domestic  virtues 
of  her  citizens,  and  a  love  of  liberal  learning." 

THE  UNIVERSITY  CHARTERED. 

While  the  war  for  independence  was  progressing,  the  mandate  of  the 
Constitution  respecting  education  lay  dormant;  but  when  peace  was 
restored,  the  people  again  turned  their  attention  to  the  promotion  of 
learning. 

In  ISTovember,  1789,  North  Carolina  adopted  the  Constitution  of  the 
United  States,  and  on  the  11th  of  December  following  the  University 
was  chartered.  The  preamble  to  the  act  for  its  establishment  reads  as 
follows :  "  Whereas  in  all  well  regulated  Governments,  it  is  the  indis- 
pensable Duty  of  every  Legislature  to  consult  the  Happiness  of  a  rising 
Generation,  and  endeavor  to  fit  them  for  an  honorable  discharge  of  the 
social  duties  of  life,  by  paying  the  strictest  attention  to  their  Educa- 
tion:— And  whereas  an  University  supported  by  permanent  funds,  and 
well  endowed  would  have  the  most  direct  tendency  to  answer  the  above 
purpose :  1st,  Be  it  therefore  enacted,^^  etc.  The  corporators  named  in 
this  act  as  trustees  were  forty  of  the  most  distinguished  men  in  the 
State.  In  the  list  are  to  be  found  the  names  of  many  of  North  Car- 
olina's early  Governors,  judges.  Senators  and  Representatives  in  Con- 
gress. Let  us  call  the  roll  of  these  friends  and  promoters  of  the  higher 
education :  Samuel  Johnston,  James  Iredell,  Charles  Johnson,  Hugh 
Williamson,  Stephen  Cabarrus,  Eichard  Dobbs  Spaight,  William 
Blount,  Benjamin  Williams,  John  Sitgreaves,  Frederick  Hargett,  Eob- 
ert  W.  Snead,  Archibald  Maclaine,  Samuel  Ashe,  Eobert  Dixon,  Ben- 
jamin Smith,  Samuel  Spencer,  John  Hay,  James  Hogg,  Henry  William 
Harrington,  William  Barry  Grove,  Samuel  McCorkle,  Adlai  Osborne, 
John  Stokes,  John  Hamilton,  Joseph  Graham,  John  Williams,  Thomas 
Person,  Alfred  Moore,  Alexander  Mebane,  Joel  Lane,  Willie  Jones, 
Benjamin  Hawkins,  John  Haywood,  Sr.,  John  Macon,  William  Eichard- 
son  Davie,  Joseph  Dixon,  William  Lenoir,  Joseph  McDowell,  James 
Holland,  and  William  Porter. 

A  SITE   CHOSEN, 

At  a  meeting  of  the  board  of  trustees  held  in  Newbernon  January 
2, 1792,  a  committee  was  appointed  "to  view  and  examine  the  most  eli- 


/ 


UNIVERSITY    OF    NORTH    CAROLINA.  55 

gible  situations  wliercou  to  fix  the  University  in  tbe  counties  of  Waljc, 
Franklin,  Warren,  Oranj?e,  Granville,  Chatham,  and  Johnston." 

The  trustees  met  in  Hillsborough  August  1, 1792,  to  decide  on  a  loca- 
tion and  to  provide  for  the  erection  of  buildings.  On  August  3  ballots 
were  taken  for  the  selection  of  a  point  the  centre  of  a  circle  of  J  5  miles 
radius,  within  which  the  University  should  be  located,  the  place  to  be 
determined  by  a  committee  of  the  board  constituted  of  one  member  from 
each  judicial  district.  The  fact  that  the  charter  provided  that  the  site 
should  not  be  within  five  miles  of  the  permanent  seat  of  government  or 
any  court  house,  prevented  any  of  the  leading  towns  from  being  chosen. 
Many  places  were  put  in  nomination,  but  finally  Oypritz  Bridge,  over 
New  Hope  River,  in  Chatham  County,  was  selected  as  the  point  within 
15  miles  of  which  the  university  buildings  should  be  placed. 

On  November  1,  1792,  the  committee  met  at  Pittsborough,  Chatham 
County,  to  make  a  final  decision  as  to  location.  Several  handsome 
offers  of  land  and  money  were  made  to  secure  the  election.  Eleven 
hundred  and  eighty  acres  were  offered  at  a  place  called  New  Hope 
Chapel  Hill,  and  on  the  9th  of  November  the  committee  decided  in  its 
favor  by  a  unanimous  vote. 

The  trustees  at  their  next  meeting  ratified  the  report  of  the  above 
committee.  On  motion  of  Governor  Davie  commissioners  were  ap- 
pointed to  lay  oft"  a  town  and  superintend  the  erection  of  university 
buildings.  It  was  provided  that  the  first  to  be  erected  should  accom- 
modate fifty  students,  the  cost  not  to  exceed  $5,000. 

LOCATION  AND  BUILDINGS. 

The  University  is  located  in  Chapel  Hill,  Orange  County,  twenty- 
eight  miles  from  Ealeigh,  the  capital  of  the  State.  In  colonial  times  a 
chapel  of  the  Church  of  England  was  built  there,  which  was  known  as 
New  Hope  Chapel  Hill,  and  from  this  circumstance  the  village  takes 
its  name. 

The  location  was  wisely  chosen.  It  is  not  far  from  the  geographical 
centre  of  the  State,  and  is  noted  for  its  beauty  and  healthfulness.  One 
can  scarce  imagine  a  more  inviting  spot  than  the  campus.  The  build- 
ings are  surrounded  by  a  grove  of  old  forest  trees,  chiefly  oak  and 
hickory,  which  completely  hide  them  from  the  rest  of  the  village.  The 
grounds,  about  50  acres,  are  beautifully  undulating.  Adjoining  the 
campus  is  a  magnificent  forest  of  several  hundred  acres.  Here  the 
young  academic  may  find  that  monastic  quiet  and  seclusion  which  used 
to  be  thought  so  essential  to  student  life. 

The  village  of  Chapel  Hill  was  laid  off,  the  first  lots  sold,  and  the 
corner-stone  of  the  old  east  building  was  laid  on  the  12th  day  of  Octo- 
ber, 1793. 

President  Battle,  in  the  address  before  the  alumni  in  1881,  said :  "  We 
have  fortunately  an  account  of  the  proceedings  of  this  day,  so  mem- 
orable, written  by  Davie  himself,  the  chief  actor.     I  will  endeavor  to 


56  HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 

take  the  veil  off  this  picture  of  lon^  ago,  and  wipe  off  the  dust  which 
obscures  it. 

"  The  Chapel  Hill  of  eighty-eight  years  ago  was  vastly  different  from 
the  Chapel  Hill  of  to-day.  It  was  covered  with  a  primeval  growth  of 
forest  trees,  with  only  one  or  two  settlements  and  a  few  acres  of  clear- 
ing. Even  the  trees  on  the  East  and  West  avenue,  named  by  the  Fac- 
ulty, in  recognition  of  the  wise  and  skilful  superintendence  of  the  ex- 
tensive repairs  of  our  buildings  prior  to  the  re-opening  in  1875,  Cam- 
eron,' after  our  president  [of  the  association],  were  still  erect.  The 
sweet-gums  and  dog- woods  and  maples  were  relieving  in  the  autumnal 
sun,  with  their  russet  and  golden  hues,  the  general  green  of  the  forest. 
A  long  procession  of  people  for  the  first  time  are  marching  along  the 
narrow  road,  afterwards  to  be  widened  into  a  noble  avenue.  Many  of 
them  are  clad  in  the  striking,  typical  insignia  of  the  Masonic  fraternity, 
their  Grand  Master  arrayed  in  the  full  decorations  of  his  rank.  They 
march  with  military  tread,  because  most  of  them  have  seen  service, 
many  of  them  scarred  with  wounds  of  horrid  war.  Their  faces  are 
serious,  for  they  feel  that  they  are  engaged  in  a  great  work.  They  are 
proceeding  to  lay  the  foundations  of  an  institution  which,  for  weal  or 
woe,  is  to  shai)e  the  minds  of  thousands  of  unborn  children  ;  whose  in- 
fluence would  be  felt  more  and  more,  ever  widening  and  deepening  as 
the  years  roll  on,  as  one  of  the  great  forces  of  civilization.    *     #     * 

"The  tall,  commanding  figure  most  conspicuous,  in  the  Grand  Master's 
regalia,  is  that  of  William  Eichardson  Davie.  He  is  no  common  man. 
He  had  been  a  gallant  cavalry  officer  in  the  Eevolution.  He  had  been 
a  strong  staff  on  which  Greene  had  leaned.  He  had  been  conspicuous 
in  civil  pursuits,  an  able  lawyer,  an  orator  of  vast  influence.  With 
Washington  and  Franklin  and  other  great  men  he  had  assisted  in  evolv- 
ing the  grandest  Government  of  all  ages — the  American  Union — out 
of  an  ill-governed  and  disintegrating  confederacy.  He  was  beyond  his 
times  in  the  advocacy  of  a  broad,  generous  education.  His  portrait 
has  been  drawn  by  a  masterly  hand.  Judge  Archibald  Murphey,  one  of 
the  most  progressive  and  scholarly  men  our  State  has  known.  In  his 
speech  before  the  two  societies  at  Chapel  Hill  he  says:  'Davie  was  a 
tall,  elegant  man  in  his  person,  graceful  and  commanding  in  his  man- 
ners. His  voice  was  mellow  and  adapted  to  the  expression  of  every  pas- 
sion ;  his  mind  comprehensive  yet  slow  in  its  operations,  when  compared 
with  his  great  rival  [Alfred  Moore];  his  style  was  magnificent  and 
flowing;  he  had  a  greatness  of  manner  in  ijublic  speaking  which  suited 
his  style,  and  gave  to  his  speeches  an  imposing  effect.  He  was  a  labori- 
ous student,  arranged  his  discourses  with  care,  and,  where  the  subject 
merited  his  genius,  poured  forth  a  torrent  of  eloquence  that  astonished 
and  enraptured  his  audience.' 

"  Judge  Murphey  says :  '  I  was  present  in  the  House  of  Commons 
when  Davie  addressed  that  body  upon  the  bill  granting  a  loan  of  money 
to  the  trustees  for  erecting  the  buildings  of  the  University,  and  although 


UNIVERSITY'  OF    NORTH    CAROLINA. 


57 


more  than  thirty  years  have  since  elapsed,  I  have  the  most  vivid  recol- 
lectiou  of  the  greatness  of  his  manner  and  the  powers  of  liis  eloquence 
on  that  occasion.'  General  Davie  was  afterwards  Governor  of  the  State; 
an  envoj-  of  the  United  States  to  the  court  of  France.  I  find  him  styled 
in  the  journal  of  the  University,  in  1810,  'the  founder  of  the  University,' 
and  he  well  deserved  the  title."'. 

Other  trustees  present  on  this  occasion  were  Alfred  Moore,  after- 
wards a  judge  of  the  Supreme  Court  of  the  United  States;  William 
H.  Hill,  member  of  Congress;  John  Haywood,  for  forty  years  treas- 
urer of  the  State ;  Alexander  Mebane,  member  of  Congress ;  Thomas 
Blount,  member  of  Congress  ;  John  Williams,  one  of  the  three  judges 
first  appointed  under  the  State  Constitution  of  177G;  Frederick  Hargett, 
State  Senator ;  and  Dr.  Samuel  E.  McCorkle,  one  of  the  most  noted 
teachers  in  the  State. 

Dr.  McCorkle  delivered  the  address  on  the  occasion.  The  report  of 
it  which  has  been  j)reserved  is  evidence  that  the  high  estimate  which 
was  placed  on  his  ability  by  his  contemporaries  was  well  deserved. 

The  12th  of  October  is  annually  observed  as  "  Foundation  or  Uni- 
versity Day,"  when  an  address  is  delivered  by  some  well-known 
alumnus. 


Campus  and  Buildings 

OF    THE 

UNIVERSITY  OF  NORTH  CAROLINA. 


10 


m 


m. 


% 
i 


1.  Smith  Hall, -Library. 

2.  f!oHlh  Build inrj. 

3.  Gerrard  Hall. -Chapel. 

4.  Memorial  Hall. 

5.  .Vcir  East  Building. 

6.  Old  East 

7.  Old  n'est 

8.  -NVir  n'pst 

9.  Person  IIall,—Chem.  Building. 
10    Gymnasium. 


'  Proceedings  of  til"  Alumni  Associatiou,  1881,  pp.  22-23. 


i^ 


58       '         HISTORY    OF   EDUCATION   IN    NORTH    CAROLINA, 

The  university  buildings  are  ten  in  number.    The  following  list,  fur-  ^ 
nislied  the  writer  by  President  Battle,  gives  the  dates  of  erection,  to- 
gether with  the  purposes  for  which  they  are  now  used : 

1,2.  Old  east  (1795)  and  old  west  (1826)  buildings,  eacli  tliree  stories,  36  by  120  ; 
feet,  used  for  dormitories,  with  the  exception  of  two  rooms  about  36  feet  square  in  ' 
each,  used,  one  as  a  museum,  the  others  for  lecture-fooms. 

3.  Person  Hall  (1796),  36  by  54  feet,  one  story,  once  used  for  religious  as  well  as  ' 
other  exercises,  hence  often  called  "Old  Chapel,"    It  is  now  the  lecture  room  of  thej 
professor  of  chemistry,  and  contains  also  the  industrial  museum.    A  chemical  labora- 
tory 70  by  30  feet,  has  been  recently  added  to  this  building. 

4.  South  building  (1814),  three  stories,  50  by  116  feet,  used  for  dormitories,  except 
two  rooms  28  by  36,  and  three  rooms  20  by  30,  of  which  one  is  set  apart  for  the  Young 
Men's  Christian  Association  and  the  others  for  lecture-halls, 

5.  Gerrard  Hall  (1827),  45  by  66  feet,  one  story,  used  for  religious  as  well  as  gen- 
eral exercises,  hence  often  called  "  New  Chapel." 

6.  SmitH  Hall  (1852),  35  by  122  feet,  one  and  a  half-story.  The  basement  is  divided 
into  a  qualitative  and  quantitative  laboratory.  The  main  room  above  contains  the 
University  library. 

7,8.  New  east  (1859)  and  new  west  (1859)  buildings,  the  former  four,  the  latter 
three  stories,  each  40  by  116  feet.  The  former  has  four  lecture  and  laboratory  halls, 
the  hall  of  the  Philanthropic  Literary  Society,  established  1795,  and  the  Philan- 
thropic library,  each  36  by  54  feet.  The  latter  has  three  lecture  and  laboratory  halls, 
and  the  hall  of  the  Dialectic  Literary  Society,  established  1795,  and  the  Dialectic 
library,  each  36  by  j54  feet.     Dormitories  are  in  both  of  these  buildings. 

9.  The  University  Memorial  Hall  (1885),  a  very  handsome  design  for  an  audi- 
torium. It  is  136  by  128  feet,  with  a  ceiling  52  feet  high.  It  has  2,000  seats  on  the 
floor,  200  chairs  on  the  rostrum  and  250  chairs  in  the  music  gallery.  On  the  walls  are 
many  marble  tablets  commemorating  the  eminent  officers  and  alumni  of  the  Uni- 
versity, On  foui>large  tablets  are  the  names  of  all  the  sons  of  the  instituti  on  who 
lost  their  lives  in  the  Civil  War, 

10.  Gymnasium  Hall  (1885),  110  by  45  feet,  one  story,  is  fitted  up  with  the  most  ap- 
proved appliances  for  physical  culture. 

The  total  value  of  the  lands  and  buildings  is  estimated  at  over 
$350,000. 

ENDOWMENT   AND  INCOME, 

An  act  entitled  "An  act  for  raising  a  fund  for  erecting  the  buildings, 
and  for  the  support  of  the  University  of  North  Carolina,"  was  passed 
by  the  General  Assembly  in  1789. 

This  endowed  the  institution  with  all  the  arrearages  due  to  the  State 
from  receiving  officers  up  to  the  1st  of  January,  1783,  and  with  all 
property  that  had  theretofore,  or  should  thereafter,  escheat  to  the  State. 
This  grant  of  escheats,  though  not  of  immediate  was  finally,  by  the 
energy  and  good  management  of  the  trustees,  oCgreat  value.  This,  with 
private  benefactions,  constituted  the  fund  for  the  erection  of  buildings 
and  the  principal  part  of  the  endowment. 

At  the  first  meeting  of  the  board  of  trustees,  held  in  Fayetteville, 
November,  15,  1790,  James  Hogg,  Esq.,  in  behalf  of  Colonel  Benjamin 
Smith  (who  had  been  an  aid  of  General  Washington  and  subsequently 
Governor  of  the  State),  o  IBrunswick  County,  presented  the  University 


UNIVERSITY    OF    NORTH    CAROLINA.  ^  *      59 

with  20,000  acres  of  land  located  in  Obion  County,  Tennessee.    About 
the  year  1835  this  land  was  sold  for  $14,000. 

In  1791  ilie  General  Assembly  voted  a  loan  of  $10,000,  which  was  * 
afterwards  converted  into  a  gift. 

On  the  location  of  the  CJniversity-  in  1792  tbe  citizens  of  Chapel  Hill 
presented  $1,596  in  cash  and  1,180  acres  of  land.  After  reserving  sntfi- 
cient  land  for  the  institution,  $3,068  were  realized  from  tbe  sale  of  lots 
in  the  village. 

In  1797  Mojor  Cbarles  Gerrard,  of  Edgecombe  County,  gave  1,300 
acres  of  laud,  from  tbe  sale  of  which  about  $40,000  were  realized. 

In  1797  General  Thomas  Person,  the  old  chief  of  the  "Regulators," 
gave  $1,025  in  cash  towards  the  erection  of  the  buildings. 

The  gifts  of  Smith,  Gerrard,  and  Person  were  the  earliest,  and  for  that 
reason  the  most  important  benefactions  to  the  University. 

In  1803,  85,080,  the  profits  of  two  lotteries  granted  by  law,  were  added 
to  the  funds  of  the  institution. 

The  following  extract  from  a  memorial  i3resented  to  the  General  As- 
sembly in  1807,  by  Governor  Jonathan  Worth,  in  behalf  of  the  trustees 
of  the  University,  shows  the  condition  of  the  endowment  at  that  time  : 

''  The  moneyed  endowment  on  December  10,  18G2,  was  ascertained 
to  be,  over  and  above  its  liabilities,  $148,520.26.  This  endowment  was 
derived  from  escheated  and  derelict  property  and  remnants  of  doubtful 
debts  transferred  to  the  institution  by  the  charter  ;  by  a  direct  grant 
from  the  public  treasury  of  $10,000  in  1791 ;  from  the  gift  in  1789  of 
20,000  acres  of  Tennessee  land,  by  the  late  Governor  Smith ;  a  still 
more  valuable  donation  by  the  late  Major  Charles  Gerrard,  and  by' 
smaller  gifts  from  hundreds  of  patriotic  men  and  women  in  every  sec- 
tion of  the  State. 

"The  General  Assembly,  in  February,  1859,  chartered  the  bank  of 
North  Carolina  and,  with  a  view  to  promote  the  interests  of  the  Uni- 
versity, provided  in  the  second  section  '  that  the  State  shall  be  entitled 
to  subscribe  the  amount  of  the  literary  fund  now  invested  in  the  bank 
of  the  State  as  part  of  the  capital  stock,  and  the  trustees  of  the  Uni- 
versity of  Xorth  Carolina  also,  as  part  thereof,  a  sum  not  exceeding 
$200,000.'  The  trustees  made  the  subscription  accordingly.  The  Gen- 
eral Assembly  of  18G0-61  and  the  convention  of  1861-62  secured  an  ar- 
rangement with  the  several  banks  of  the  State  which  subjected  all  their 
available  means  to  public  control.  The  convention  of  1865,  on  October 
lOtb,  repudiated  the  War  debt  thus  created,  broke  the  bank  in  whose 
stock  the  funds  of  the  University  were  invested,  annihilated,  and  more 
than  annihilated,  the  entire  moneyed  endowment  of  the  University. 

"  The  General  Assembly,  at  the  last  session,  appropriated  $7,000  for 
the  temporary  relief  of  the  institution,  and  this  sum,  together  with  the 
above-mentioned  sum  of  $10,000,  making  the  aggregate  amount  of 
$17,000,  are  the  only  direct 'grants  ever  made  from  the  public  treas- 
ury." 


60  HISTOEY    OF   EDUCATION   IN   NORTH   CAROLINA. 

In  1867  the  General  Assembly  transferred  to  the  University  the  land 
scrip  granted  by  the  General  Government,  a  history  of  which  is  sub' 
joined. 

The  General  Assembly,  in  1881,  voted  an  annual  appropriation  of 
$5,000,  which  in  1885  was  increased  to  $20,000.  This,  added  to  the  in- 
terest paid  on  the  certificate  of  indebtedness  issued  for  the  land  scrip, 
gives  to  the  University  an  annual  appropriation  of  $27,500  from  the 
State  treasury. 

THE  LAND-SCRIP  FUND. 

The  General  Government,  by  an  act  approved  July  2,  1862,  granted*! 
to  the  several  States  and  Territories  land  scrip  to  the,  amount  of  30,000  | 
acres  for  each  Senator  and  Eepresentative  in  Congress,  in  trust,  to  be 
applied  to  the  endowment  and  maintenance  of  one  or  more  colleges, 
"  the  leading  object  of  which  should  be,  without  excluding  other  liter- 
ary and  scientific  studies  (and  including  military  tactics),  to  teach  such 
branches  of  learning  as  are  related  to  agriculture  and  the  mechanic 
arts,  in  order  to  promote  the  liberal  and  practical  education  of  the  in- 
dustrial classes." 

Among  the  conditions  of  the  grant  were  these :  "  If  the  principal  or 
the  interest  of  the  fund  should,  by  any  action  or  contingencies,  be  di- 
minished or  lost,"  the  State  should  restore  it ;  if  the  college  should  not 
be  established,  the  State  should  repay  to  the  General  Government  the 
entire  amount  of  the  sales  of  the  scrip  ;  and  that  no  greater  expenditure 
than  10  per  cent,  of  the  fund  should  be  made  for  the  purchase  of  lands, 
erection  of  buildings,  etc. ;  the  remainder  of  the  fund  to  be  vested  in 
some  safe  stock,  yielding  not  less  than  5  per  cent,  per  annum,  and  the 
amount  thus  funded  to  be  preserved  intact  and  intangible  forever. 

By  a  joint  resolution  of  the  General  Assembly,  adopted  February  22, 

1866,  North  Carolina's  quota  of  270,000  acres  of  scrip  was  accepted  in 
behalf  of  the  State.    By  an  act  of  the  Legislature,  passed  February  11, 

1867,  this  scrip  was  transferred  to  the  trustees  of  the  University  of 
North  Carolina  to  be  used  by  them  in  accordance  with  the  terms  of  the 
grant ;  at  the  same  time  it  was  provided  that  the  commissioners  of  each 
county  should  have  the  authority  to  select  and  have  at  all  times  in  the 
University  one  student  from  the  county,  without  the  necessary  means 
to  defray  his  expenses,  who  should  receive  tuition  and  room  rent  free. 

The  trustees  sold  the  scrip  at  the  then  market  price,  50  cents  per 
acre,  realizing  $135,000.  Of  this  $10,000  were  used  for  building  pur- 
poses, etc. 

In  1868  a  new  board  of  trustees  came  into  office  under  the  recon- 
struction acts,  and  the  land-scrip  fund,  $125,000,  passed  into  their 
hands.  This  fund  their  treasurer  invested  in  North  Carolina  securi-- 
ties,  part  of  which  were  valid,  but  bearing  no  interest.  The  larger 
part  was  in  special-tax  bonds,  which  the  General  Assembly  declared  to 
be  void  and  worthless,  owing  to  the  illegality  of  their  issue. 


UNIVERSITY    OF    NORTH    CAROLINA.  61 

lu  1874,  the  trustees  appointed  in '  1868  having  been  removed  by  an 
amendment  to  the  Constitution,  a  board  of  trustees  was  elected  by  the 
General  Assembly.  This  board  reported  on  the  condition  of  the  fund, 
and  asked  the  assistance  of  the  Legislature  in  carrying  out  the  provis- 
ions under  which  the  scrip  had  been  accepted  by  the  State.  The  General 
Assemby  of  1874-75  directed  the  State  treasurer  to  issue  to  the  trustees 
of  the  University  a  certificate  of  indebtedness  for  $125,000,  bearing  in- 
terest from  January  1,  1875,  at  6  per  cent.,  payable  semi-annually. 

By  act  of  the  General  Assembly,  session  of  18S7,  it  was  ordered  that 
the  interest  arising  from  this  fund  should  be  transferred  from  the  Uni- 
versity to  the  College  of  Agriculture  and  the  Mechanic  Arts  as  soon  as 
the  latter  should  be  ready  to  begin  the  work  of  instruction. 

PLAN  OF  EDUCATION. 

The  first  action  taken  by  the  trustees  looking  towards  the  literary 
character  of  the  University  was  the  adoption  of  a  report,  submitted  by 
Samuel  McCorkle  at  a  meeting  of  the  board  held  at  Pillsborough,  in  No- 
vember, 1792.  This  report  is  interesting  and  valuable,  as  showing  what 
studies  these  early  promoters  of  the  institution  thought  most  essential 
in  a  liberal  education.  It  provided  that  on  the  opening  of  the  Univer- 
sity the  attention  of  the  student  should  be  confined  to  the  following 
subjects:  "The  study  of  languages,  particularly  the  English  j  the  ac- 
quirement of  historical  knowledge,  ancient  and  modern ;  the  study  of 
belles-lettres,  mathematics,  and  natural  i)hilosophy;  the  improvement 
of  the  intellectual  powers,  including  a  rational  system  of  logic  and  moral 
philosophy;  information  in  botany,  to  which  should  be  added  a  com- 
plete knowledge  in  the  theory  and  practice  of  agriculture  best  suited  to 
the  climate  and  soils  of  this  State ;  the  principles  of  architecture."  It 
will  be  seen  from  this  that  it  was  intended  to  provide  a  liberal  and  com- 
prehensive curriculum.  Both  literature  and  science  were  to  be  pro- 
vided for,  and  the  course  here  outlined  will  compare  favorably  with  that 
provided  in  the  colleges  of  to  day. 

The  report  further  recommended  "that  steps  be  taken  to  procure  ap- 
paratus for  experimental  philosophy  and  astronomy.  In  this  they  [the 
committee]  would  include  a  set  of  globes,  barometers,  thermometers, 
microscope,  telescope,  quadrant,  prismatic  glass,  air  pump,  and  an  elec- 
trical machine.  A  library,  your  committee  are  also  of  opinion,  should  be 
provided,  but  the  choice  of  books  will  i^erhaps  come  more  immediately 
within  the  i^rovince  of  the  faculty  of  the  University."  More  liberal  ideas 
of  what  was  requisite  for  a  well-rounded  education  could  not  have  been 
expected  at  that  early  day. 

ELECTION  OF   A  PROFESSOR   OF  HUMANITY. 

The  committee  appointed  by  the  trustees  to  prepare  a  "  plan  of  edu- 
cation" reported  December  21,  1793.  The  report  specified  that  the  ex- 
ercises of  the  institution  should  commence  on  January  15,  1795;  that 


62  HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 

the  iirst  commencement  should  take  place  on  July  10  following,  to  be 
succeeded  by  a  vacation  of  one  week  only,  and  that  the  students  shoiild 
live  at  commons.  Tuition  in  the  English  department  was  fixed  at  $8 
per  annum ;  for  instruction  in  the  Latin,  Greek,  and  French  languages 
tuition  was  $12.50;  and  for  the  higher  branches  of  science  it  was  $15. 
The  committee  recommended  that  one  person  be  employed  under  whose 
care  the  University  should  be  placed.  He  was  to  be  styled  "  Professor 
of  Humanity,"  and  to  receive  a  salary  of  $300  per  session  and  two-thirds 
of  all  tuition  fees.  An  assistant  was  to  be  appointed  at  a  salary  of  $200 
and  one- third  of  the  tuition  money.  Neither  of  these  was  to  be  regarded 
as  having  any  right  or  claim  to  the  presidency.  The  report  was  adopted. 
The  election  of  teachers  was  postponed  until  January  10,  1791,  when 
the  Eev.  David  Kerr,  of  Fayetteville,  was  chosen  "Professor  of  Hu- 
manity." 

OPENINa  OF  THE  UNIVERSITY. 

The  University  was  opened  for  students  in  February,  1795,  and  from 
that  time  to  this  it  has  been  the  recognized  head  of  the  higher  education 
in  North  Carolina.  It  is  one  of  the  few  institutions  of  the  State  which 
has  traditions  reaching  back  to  the  foundation  of  the  Government. 
Truly,  it  may  be  called  the  child  of  the  State,  and  its  history  is  insepara- 
bly connected  with  that  of  the  parent.  Its  influence  in  North  Carolina 
can  not  be  estimated ;  nor  has  this  influence  been  confined  within  the 
limits  of  the  State,  but  especially  has  it  been  felt  in  the  Southern  and 
South-western  States.  It  is  doubtful  whether  any  other  university  in 
this  country  can  show  a  list  of  alumni  of  which  so  large  a  percentage 
has  achieved  so  many  and  such  honorable  successes  in  all  the  avenues 
of  life.  It  would  be  difficult  to  name  a  place  of  trust  or  honor  within  the 
gift  of  the  people  of  the  State  or  nation  that  has  not  been  filled  by  an 
alumnus  of  the  institution,  and  thus  its  history  becomes  an  integral  part 
of  the  history  of  the  higher  education  in  the  United  States.  To  confirm 
this  statement  it  is  only  necessary  to  mention  the  names  of  James  K. 
Polk,  William  E.  King,  John  Branch,  John  Y.  Mason,  William  A, 
Graham,  Thomas  H.  Benton,  Willie  P.  Mangum,  Aaron  V.  Brown, 
Jacob  Thompson,  Judges  Pearson,  Moore,  and  Dick,  and  Bishops  Green, 
Otey,  Polk,  and  Hawks.  Scores  of  others  whom  the  State  and  nation 
has  honored  could  be  named.  It  is  a  pleasant  duty  to  trace  the  develop- 
ment of  such  an  institution,  and  its  history  will  now  be  considered. 

FIRST  REGULATIONS,   1795. 

On  the  opening  of  the  University,  in  February,  1795,  it  was  provided 
by  the  trustees  that  there  should  be  four  literary  classes  entered  upon 
annually,  distinguished  by  the  appellation  of  first,  second,  third,  and 
fourth.  In  order  to  enter  a  higher  class  it  was  necessary  to  pass  an  ex- 
amination on  the  studies  of  the  preceding  class. 


UNIVERSITi'   OF   NORTH    CAROLINA.  63 

To  eutcr  the  first  class  the  applicant  was  required  to  "  pass  a  com- 
petent examination"  on  Ciiesar's  Commentaries,  Sallust,  Ovid  or  Virgil, 
»*  or  other  Latin  books  equivalent,"  and  the  Greek  grammar.  This  class 
was  to  devote  the  year  to  the  study  of  English  grammar,  Koman  an- 
tiquities, and  the  Latin  classics.  The  second  class  studied  arithmetic, 
'  bookkeeping,  geography,  Grecian  antiquities,  and  Greek  classics.  The 
third  class  devoted  the  whole  time  to  mathematics,  incltiding  geometry, 
surveying,  navigation,  algebra,  natural  philosophy,  and  astronomy. 
The  fourth  class  had  logic,  moral  philosophy,  principles  of  civil  govern- 
ment, chronology,  history,  ancient  and  modern,  the  belles-lettres,  "  and 
the  revisal  of  whatsoever  may  appear  necessary  to  the  officers  of  the 
University."  It  was  also  provided  that  those  wlio  wished  to  study  only 
the  sciences  and  the  English  branches  "  be  either  formed  into  a  class 
called  the  scientific  class,  or  else  arranged  with  some  of  the  literary 
classes  when  they  shall  be  studying  the  sciences."  In  addition  to  the 
annual  examinations,  three  quarterly  examinations  were  given. 

The  students  were  required  to  attend  daily  both  morning  and  even- 
ing prayers,  morning  prayers  being  held  at  sunrise.  From  then  until  8 
o'clock  the  time  was  devoted  to  studj'.  One  hour  was  given  to  breakfast. 
Then  followed  three  hours  of  study  and  recitations.  After  an  intermis- 
sion of  two  hours  came  another  period  of  work,  which  lasted  till  So'clock. 
Evening  prayers  were  then  held,  and  the  student  was  allowed  his  free- 
dom from  that  time  till  8  o'clock,  when  he  was  required  to  repair  to  his 
lodgings,  which  were  not  to  be  left  without  the  consent  of  a  teacher 
till  prayers  the  next  morning.  A  monitor  was  appointed  for  each  class, 
who  reported  absences  and  disorderly  conduct. 

Every  Saturday  morning  the  students  were  required  to  speak,  read, 
and  exhibit  compositions,  the  afternoon  being  given  them  for  recreation. 

From  the  opening  until  about  the  close  of  the  Caldwell  administration 
there  was  a  steward's  hall  connected  with  the  University,  and  the  stu- 
dents "  boarded  at  commons,"  being  seated  at  the  table  according  to 
classes.  The  following  picture  of  student  life  is  taken  from  an  address 
delivered  at  the  University  in  1859  by  Dr.  William  Hooper,  who  entered 
that  institution  in  1804.  He  said:  "Coarse  corn  bread  was  the  staple 
food.  At  dinner  the  only  meat  was  a  fat  juiddliug  of  bacon,  surmount- 
^  ing  a  pile  of  cole-worts ;  and  the  first  thing  after  grace  was  said  (and 
sometimes  before)  was  for  one  man,  by  a  single  horiziontal  sweep  of  his 
knife,  to  separate  the  ribs  and  lean  from  the  fat,  monopolize  all  the  first 
to  himself,  and  leave  the  remainder  for  his  fellows.  At  breakfast  we 
had  wheat  bread  and  butter  and  coffee.  Our  supper  was  coffee  and  the 
corn  bread  left  at  dinner,  without  butter.  I  remember  the  shouts  of  re- 
joicing when  we  had  assembled  at  the  door,  and  some  one  jumping  up 
and  looking  in  at  the  window,  made  i)roclamation  :  '  Wheat  bread  for 
supper,  boys !'  And  that  wheat  bread,  over  which  such  rejoicings  were 
raised,  believe  me,  gentlemen  and  ladies,  was  manufactured  out  of  what 


64  HISTORY    OF    EDUCATION   IN   NORTH    CAROLINA. 

we  call  seconds,  or,  as  some  term  it,  grudgeons.  You  will  not  wonder, 
if,  after  such  a  supper,  most  of  the  students  welcomed  the  approach  of; 
night,  as  beasts  of  prey,  ihat  they  might  go  a-prowling  and  seize  upon 
everything  eatable  within  the  compass  of  one  or  two  miles;  for,  asl  told 
you,  our  boys  were  following  the  laws  of  Lycurgus.  Nothing  was  se- 
cure from  the  devouring  torrent.  Beehives,  though  guarded  by  a  thou- , 
sand  stings,  all  feathered  tenants  of  the  roost,  watermelon  and  potato! 
patches,  roasting  ears,  etc. — in  fine,  everything  that  could  appease  hun- 
ger was  found  missing  in  the  morning.  These  marauding  parties  at; 
night  were  often  wound  up  with  setting  the  village  to  rights."  Dr. 
Hooper  then  relates  some  amusing  and  characteristic  student  expIoitsJ 


THE  FIRST  PROFESSORS. 

At  the  opening  of  the  University  no  president  was  appointed.  Asj 
has  been  before  noted,  the  Eev.  David  Kerr,  a  graduate  of  Trinity! 
College,  Dublin,  who  had  been  conducting  a  classical  school  at  Fayette- 1 
ville,  N.  C,  was  elected  "  Professor  of  Humanity ''  and  had  the  general  j 
management  of  the  institution.  He  had  charge  of  the  department  of 
ancient  languages.  Mr.  Charles  W.  Harris,  a  citizen  of  the  iState  and 
a  graduate  of  Princeton,  was  appointed  professor  of  mathematics.  Mr. 
Samuel  A.  Holmes  had  charge  of  the  preparatory  department. 

In  a  few  years  the  entire  personnel  of  the  faculty  had  changed.    In 
1796  Mr.  Kerr  resigned.    He  demitted  the  ministry,  removed  to  Mis- 
sissippi, and  began  the  practice  of  law.     In  1802  he  was  appointed  to  a 
judgeship  in  that  Territory  by  President  Jefferson.    After  the  resigna-l 
tion  of  his  professorship  in  1796,  Mr.  Harris  entered  upon  the  practice  i 
of  law,  and  before  his  death  in  1803  he  had  won  an  enviable  reputation  [ 
in  his  profession.    He  was  regarded  as  one  of  the  most  promising  young 
men  in  the  State.    The  last  of  the  trio,  Mr.  Holmes,  resigned  in  1798. 

Mr.  Harris  was  succeeded  in  the  professorship  of  mathematics  by  the 
Eev.  Joseph  Caldwell,  whom  he  had  known  at  Princeton.  Mr.  Cald- 
well became  first  professor,  and,  from  this  time  till  his  death  in  1835, 
his  history  is  a  part  of  that  of  the  University. 

AN  INTERESTING  LETTER. 

The  writer,  while  exploiting  the  manuscript  records  of  the  University,  ^ 
came  across  some  correspondence  of  Prof.  Charles  W.  Harris,  which 
shows  the  practical  tendency  of  the  higher  education,  gives  an  insight 
into  the  workings  of  the  University,  and  pictures  the  state  of  society 
at  Chapel  Hill  at  that  time. 

The  letter,  from  which  the  following  extract  is  taken,  is  addressed  to 
Dr.  Charles  Harris,  Cabarrus  County,  and  is  dated  "  University,  April 
10,  1795."    Professor  Harris  says : 

"We  have  begun  to  introduce,  by  degrees,  the  regulations  of  the 


UNIVERSITY    OF    NORTH   CAROLINA.   •  65 

University,  and  as  yet  have  not  been  disappointed.    There  is  one  class 
in  Natural  Philosophy  and  Geography,  and  four  in  the  Languages. 

''The  Constitution  of  this  college  is  on  a  more  liberal  plan  than  that 
of  any  other  in  America,  and  by  the  amendments  which  I  think  it  will 
receive  at  the  next  meeting  of  the  trustees,  its  usefulness  will  probably 
be  much  promoted.  The  notion  that  true  learning  consists  rather  in 
exercising  the  reasoning  faculties  and  laying  up  a  store  of  useful  knowl- 
edge, than  in  overloading  the  memory  with  words  of  dead  languages,  is 
becoming  daily  more  prevalent.  It  appears  hard  to  deny  a  young  gen- 
tleman the  honour  of  a  college  after  he  has  with  much  labour  and  pain- 
ful attention  acquired  a  competent  knowledge  of  the  Sciences,  of  com- 
jpDsing  and  speaking  with  propriety  in  his  own  language,  and  has  conned 
the  tirst  principles  of  whatever  might  render  him  useful  or  creditable 
in  the  world,  merely  because  he  could  not  read  a  language  two  thou- 
sand years  old.  Though  the  laws  at  present  require  that  the  Latin  and 
Greek  be  understood  by  a  graduate,  they  will  in  all  probability  be  fnit- 
igated  in  their  effect.  These  old  forms  which  have  been  sanctioned  by 
time  but  not  by  utility  ought  to  be  dispensed  with.  I  have  lately  found 
many  good  hints  on  education  in  a  book  entitled  the  rights  of  woman — 
a  book  of  very  great  merit,  the  production  of  an  original  genius,  and 
penned  in  such  a  strong,  manly  style  that  you  would  scarcely  believe  it 
to  be  the  work  of  a  woman.  For  we  are  taught  by  many  able  writers 
and  tolerably  accurate  observersof  mankind  that  the  natural  weakness 
of  a  woman's  body  extends  to  her  mind  and  becomes  characteristic  of 
her  thoughts  and  words  as  well  as  of  her  actions.  Miss  Mary  Wollstoue- 
craft  is  the  lady  born  effectually  to  rectify  thes'e  misrepresentations  from 
which  so  much  evil  has  sprung.  Miss'  intention  is  to  bring  about  a  total 
reform  in  the  education  of  women,  but  she  takes  occasion  to  speak  of 
the  error  in  the  present  plan  of  teaching  young  men  and  boys  in  Europe. 
*The  memory,'  says  she,  'is  loaded  with  unintelligible  words  to  make  a 
show  of,  without  the  understanding  acquiring  any  distinct  idea;  but 
only  that  education  deserves  emphatically^  to  be  termed  cultivation  of 
mind,  which  teaches  young  people  how' to  begin  to  think.'  She  effect- 
ually overthrows  Chesterfield's  plan  of  bringing  up  boys.  The  amend- 
ments which  she  proposes  are  two  numerous  to  be  detailed  in  a  letter, 
but  are  such  as  do  the  greatest  honour  to  the  authoress  and  may  be  ben. 
eticial  to  mankind.  That  there  is  much  wrong  in  the  old  manner  of 
educating  is  plain  and  whatever  alterations  will  be  made  in  our  Univer> 
sity  will  be  made  by  those  who  can  be  actuated  by  no  other  principle 
than  general  utility.  At  present  we  find  much  difficulty  in  procuring 
books ;  the  trustees  have  ordered  two  hundred  dollars  to  be  expended 
for  that  purpose,  but  it  is  very  uncertain  when  the  books  will  arrive. 
Dr.  Williamson  is  commissioned  to  purchase  and  he  is  so  totally'  en- 
gaged about  his  own  book  which  he  is  preparing  for  the  press,  that  he 
may  forget  others  of  less  importance.  Col.  More  presented  us  with 
17037— No.  2 5 


66  HISTORY    OF   EDUCATION    IN   NORTH    CAROLINA. 

globes ;  Mr.  Beneham  with  an  air  pump  as  soon  as  it  can  be  procured. 
We  will  shortly  have  an  electrical  machine  and  other  trifles. 

"■  Our  society  is  not  so  good  at  this  place  as  we  could  wish.  My  only 
resort  is  to  Mr.  Kerr,  who  makes  ample  amends  to  me  for  the  want  of 
any  other.  He  is  a  violent  Eepublican  and  is  continually  deprecating 
the  aristocratical  principles  which  have  lately  prevailed  much  in  our 
Executive." 

FIRST  PURCHASE   OF  BOOKS  AND  APPARATUS. 

Early  in  1795  Dr.  Hugh  Williamson,  author  of  a  history  of  IsTorth 
Carolina,  was  requested  by  the  trustees  to  invest  $200  in  books  for  th^, 
University.  This  he  did,  purchasing  principally  Greek  and  Latin  works, 
lexicons,  etc. 

On  December  4,  1795,  the  trustees  voted  an  annual  appropriation  of 
$50  for  the  purchase  of  books. 

The  trustees,  on  December  7, 1795,  instructed  Professor  Kerr  to  have 
an  air-pump,  condenser,  microscope,  lenses,  concave  mirror,  loadstones, 
magnets,  phials  for  an  electrical  machine,  and  a  set  of  surveying  instru- 
ments purchased. 

During  the  first  years  of  the  institution  a  number  of  books  and  some 
apparatus  for  the  scientific  departments  were  given  by  individuals. 
This  policy  of  individual  contributions  has  continued  to  the  present 
time. 

The  first  large  purchase  of  books  and  apparatus  was  made  in  the  first 
quarter  of  this  century. 

THE   CURRICULUM,   1796.  ' 

On  December  9,  1796,  the  committee  appointed  by  the  trustees  to 
prepare  and  digest  a  plan  of  education  made  its  report,  which  was  adop- 
ted.   The  following  is  an  outline  of  the  system  introduced : 

The  students  of  the  institution  were  "divided  into  a  Preparatory 
School,  and  the  Professorships  of  the  University." 

In  the  preparatory  school  the  English  language  was  "  taught  gram- 
matically on  the  plan  of  Webster's  and  South's  Grammars."  Thorough 
instruction  in  arithmetic  was  i^rovided.  Geography  was  taught  on  the 
plan  of  Guthrie.  French  and  Latin  were  required,  and  before  the  stu- 
dent could  enter  the  University  the  grammars  of  these  languages  had 
to  be  mastered  and  sevei"al  standard  authors  in  each  read.  The  study 
of  Koman  antiquities  was  required.  Greek  was  optional,  but  to  enter 
the  University  class  on  this,  it  was  necessary  that  the  student  should  be 
able  to  read  and  translate  the  Gospels  correctly. 

Instruction  in  the  University  was  given  in  the  following  schools,  called 
^'professorships,"  viz : 

I.  Bhetoric  and  belles-lettres. — Rlietoric  on  tlie  plau  of  Sheridan;  belles-lettres  ou 
the  plan  of  Blair  and  Rollin. 


UNIVERSITY    OF   NORTH    CAROLINA  67 

//.  Moml  and  political  2)hilosoph!j  Olid  history. — The  followiug  text-books  were  used: 
Paley-8  Moral  and  Political  Pbilosopliy ;  Moutesquieu'a  Spirit  of  Law3 ;  Adams's 
Defeuco;  De  Lolnie  on  the  English  Coustitntion ;  the  Constitntion  of  the  United 
States;  Vattel's  Law  of  Nations  ;  linrlanniqni's  Principles  of  National  and  Political 
Law  ;  Priestley's  Lectures  on  History  ;  Federal  Policy;  Millot's  Ancient  and  Modern 
History;  Ilnnie's  History  of  Euglaud  with  Smollett's  continuation;  Chronology  on 
the  most  approved  plan. 

///.  Xatiiral  pJiilosophy.— This  subject  was  taught  under  the  following  heads:  Gen- 
eral properties  of  matter;  laws  of  motion;  mechanical  powers;  hydrostatics;  hj'- 
draulics;  pneumatics;  optics ;  electricity ;  magnetism ;  geography;  the  use  of  globes; 
the  geometrical,  political,  and  commercial  relations  of  the  different  nations  of  the 
earth  ;  astronomy  ou  the  plan  of  Ferguson. 

ir.  Alaihtinatics. — Therequired  course  embraced  algebra,  geometry,  trigonometry, 
and  the  application  of  trigonometry  to  the  mensuration  of  heights  and  drstances,  of 
surfaces  and  solids,  and  surveying  and  navigation.  In  addition  to  the  above,  if  de- 
sired, instruction  was  furnished  in  spherical  trigouometrj-,  conic  sections,  and  in  the 
other  higher  brandies  of  the  science. 

F.  Languages. — Extended  courses  were  provided  in  the  modern  and  ancient^  lan- 
guages. The  principal  Latin  authorities  were  Virgil,  Cicero,  and  Horace  ;  in  Greek, 
selections  were  made  from  the  works  of  Homer,  Lucian,  and  Xeuojihon.  Prose  com- 
position iu  these  languages  was  required. 

The  trustees,  at  their  meeting  on  December  9,  1796,  changed  the  above  schedule  of 
studies  by  no  longer  requiring  the  study  of  geography  in  the  preparatory  department, 
and  Montesquieu's  Spirit  of  Laws,  Vattel's  Law  of  Nations,  and  Hume's  History  of 
England  with  Smollett's  continuation,  in  the  University ;  though  we  find  that  the  use 
of  both  Vattel  and  Montesquieu  was  continued.  About  this  time  Nicholson's  As- 
tronomy was  substituted  in  the  place  of  Ferguson's. 

The  greatest  attention  was  given  to  the  study  of  the  English  language,  mathe- 
matics, and  political  science,  and  previous  to  1800  the  degree  of  Bachelor  of  Arts  was 
conferred  ou  passing  "  an  approved  examination  in  the  English  language  aud  the 
sciences."  It  was  then  required  that  the  course  in  Latin  should  also  be  completed 
before  this  degree  would  be  conferred.  In  1801  it  was  provided  that  after  February 
1,  1802,  no  one  should  be  admitted  to  this  degree  "unless  he  shall  have  acquired  a 
competent  knowledge  of  either  the  Greek  or  French  language."  To  enter  the  Fresh- 
man class,  the  candidate  had  to  pass  an  examination  on  either  Greek  or  French  equiva- 
lent to  that  required  in  Latin.  In  July,  1804,  it  was  enacted  that  no  student  should 
be  admitted  to  a  degree  without  having  taken  the  course  in  Greek,  exceptions  being 
made  iu  the  case  of  those  then  studying  for  degrees. 

THE  FIRST   GRADUATES. 

The  first  to  be  enrolled  as  a-  studeut  of  tlie  University  was  Mr.  Uiu- 
ton  James,  of  Wilmington,  N.  C,  who  entered  February  12,  1795. 

Daring  the  first  session  forty-one  students  were  enrolled,  and  in  1796 
the  attendance  reached  one  hundred. 

The  commencement  first  observed  was  on  July  4, 1798,  the  first  de- 
grees (Bachelor  of  Arts)  being  conferred  on  that  occasion.  The  gradu- 
ating class  numbered  seven,  viz:  Samuel  Hinton,  V\'illiaia  Llouston, 
Hiuton  James,  Robert  Locke,  Alexander  Osborne,  Edwin  Jay  Osborne, 
and  Adam  Springs.  From  that  time  till  the  appointment  of  a  i)resi- 
dent,  iu  1804,  forty  young  men  were  graduated. 


68  HISTOEY   OF   EDUCATION   IN   NORTH   CAROLINA, 

THE  FIRST  PRESIDENT,  REV.   JOSEPH  CALDWELL,  D.  D. 

Dr.  Caldwell  was  of  Scotcli  and  Frencli  descent.  The  persecution  ol 
tlie  Huguenots  in  France,  and  the  Eevocation  of  the  Edict  of  Nantes,^ 
caused  his  maternal  grandfather,  Lovel,  to  leave  his  country  and  seek 
a  home  in  England.  After  remaining  there  a  short  time  he  came  to 
America  and  settled  on  Long  Island.  .  His  daughter  married  a  Mr. 
Harker,  a  Presbyterian  minister,  and  their  daughter  Eachel  became  the 
wife  of  Joseph  Caldwell,  M.  D.,  a  native  of  Ulster,  Ireland,  and  at  that  j 
time  a  resident  of  Kew  Jersey.  Dr.  Caldwell  died  April  19,  1773,  and  : 
on  April  21,  the  day  following  his  burial,  was  born  the  subject  of  this  : 
sketch.  Mrs.  Caldwell  was  left  in  poverty,  but,  assisted  by  President 
Witherspoon,  of  Princeton  College,  she  was  enabled  to  give  her  son  a 
good  education.  He  entered  Princeton  in  1787,  and  in  1791  took  his 
degree  with  the  honorary  appointment  of  Latin  salutatory.  Soon  after 
graduation  he  became  connected  with  a  classical  school  at  Elizabeth- 
town,  ]Sr.  J.,  and  in  1795  he  was  appointed  a  tutor  in  Princeton,  which 
position  he  resigned  the  following  year  to  accept  a  professorship  in 
the  University  of  North  Carolina.  As  chairman  of  the  faculty,  on 
him  devolved  the  duty  of  outlining  the  course  of  study.  This  being 
the  case,  and  having  succeeded  a  Princeton  graduate,  it  is  easy  to  under- 
stand why  the  curriculum  was  modelled  after  that  of  the  College  of  iSTew 
Jersey. 

No  president  was  elected  until  1804,  Dr.  Caldwell  being  i^romoted  to 
that  position.  By  his  able  management  the  institution  was  conducted 
safely  through  the  many  difficulties  of  its  infancy,  occasioned  by  a 
meagre  endowment  and  a  deficiency  of  good  preparatory  schools. 

When  Dr.  Caldwell  came  to  the  University  the  trustees  and  the  pub- 
lic were  prejudiced  against  the  classics,  and  it  is  owing  to  his  efforts 
that  Greek  was  finally  given  just  recognition  in  the  curriculum.  But 
the  greatest  service  which  he  rendered  to  the  State  and  to  the  Univer- 
sity was  the  firm  stand  he  took  and  the  influence  he  wielded  in  stem- 
ming the  tide  of  infidelity  which  at  one  time  threatened  to  engulf  the 
State.  Eev.  Dr.  J.  Eumple,  referring  to  this  period  of  the  University's 
history,  says:  "  Strong  bands  of  sympathy  and  gratitude  united  our 
people  to  the  French  nation,  and  as  a  natural  consequence  French  opin- 
ions and  French  infidelity  rolled  like  a  devastating  tide  over  the  land. 
The  writings  of  Yoltaire,  Yolney,  and  Paine  were  in  the  hands  of  al- 
most all,  and  the  public  mind  was  poisoned.  Professor  Kerr  not  only 
demitted  his  ministerial  office,  but  renounced  Christianity.  Professor 
Harris,  Caldwell's  predecessor  and  friend,  was  shaken  in  his  faith,  and 
at  one  time  agreed  that  the  Bible  must  be  surrendered.  Professor 
Holmes,  his  co-laborer,  not  only  renounced  Christianity  but  openly 
taught  that  morality  and  virtue,  as  well  as  religion,  were  merely  the 
watchwords  of  hypocrites.  His  only  gift  to  the  library  contained  the 
works  of  Paine.    General  Davie,  a  master  spirit  in  the  board  of  trustees, 


UNIVERSITY    OF    NORTH    CAROLINA.  69 

and  the  ackuowleclged  leader  in  the  Legislature,  was  deeply  imbued 
with  iufidel  priuciples  until  reclaimed  by  the  arguments  of  Caldwell, 
and  the  number  of  the  trustees  that  were  at  that  time  firm  supporters 
of  the  Bible  was  few.  Dr.  Caldwell  stood  nearly  alone  in  his  contest 
against  fearful  odds,  and  ho  deserves  the  singular  honor  of  having 
fought  a  terrible  battle  successfully  without  noise,  and  of  having  won 
a  signal  victory  without  sounding  the  trumpet  of  triumph.  When  we 
remember  what  immense  influence  is  exerted  by  a  Univ^ersity  standing 
alone,  and  manifestly  at  the  head  of  all  the  educational  institutions  of 
the  JState,  it  appears  impossible  to  estimate  the  desolation  that  would 
be  caused  by  the  poisoned  stream  flowing  into  hundreds  of  homes  from 
this  poisoned  fountain." 

Dr.  Caldwell's  eiforts  in  behalf  of  the  University  were  ceaseless.  The 
institution  so  grew  in  reputation  and  numbers  that  new  buildings  had 
to  be  erected  to  meet  the  demands  for  lecture  halls  and  dormitories. 
Ill  1811,  by  personal  solicitation,  he  secured  $12,000  for  the  completion 
of  the  "south  building,"  which  had  been  commenced  in  1798  but  had 
remained  unfinished  for  want  of  funds. 

Xow  that  the  University  was  in  a  prosperous  condition,  Dr.  Caldwell 
yielded  to  his  inclinations  for  study,  and  in  1812  he  resigned  the  presi- 
dency and  returned  to  the  chair  of  mathematics.  He  now  devoted  him- 
self to  his  chair  and  to  the  completion  of  his  geometry,  which,  although 
certain  iiarts  of  it  had  been  used  by  his  students  for  several  years  pre- 
vious, was  not  published  till  1822. 

On  the  resignation  of  his  successor  to  the  presidency,  the  Rev.  Eobert 
Hett  Chapman,  he  again,  on  December  17, 1816,  became  president,  in 
which  i^osition  he  continued  the  rest  of  his  life. 

In  1824  the  trustees  voted  an  appropriation  of  $6,000  for  the  purchase 
of  books  and  apparatus,  and  sent  President  Caldwell  to  p]urope  for 
this  purpose.  lie  remained  abroad  ten  months.  On  his  return  the 
University  buildings  were  illuminated,  and  he  was  tendered  an  ovation 
by.  the  students.  Mr.  Paul  C.  Cameron,  who  was  then  a  student  at  the 
University,  says  that  President  Caldwell  "  returned  his  thanks  for  the 
pleasant  welcome,  and  addressed  the  students  with  the  aftection  of  a 
long-absent  father  returned  to  his  home  and  duties.  His  heart  was 
full  and  his  emotions  most  manifest." 

After  his  return  from  this  trii>  Dr.  Caldwell,  in  1827,  built  an  astro- 
nomical observatory  at  the  University,  which  was  the  first  in  the 
United  States,  and  continued  its  operation  till  his  death.  ^ 

In  1830  Dr.  Caldwell  projected  and  started  the  Harbinger,  the  first 
newspaper  ever  published  at  Chapel  Hill.  It  was  controlled  and  edited 
by  the  Faculty.    After  a  few  years  its  publication  ceased. 

He  was  not  only  a  learned  i)rofessor  and  divine,  but  was  also  an  en- 
thusiastic and  eflicient  advocate  of  the  i)ublic  schools  and  the  railroad 

'  The  Nation,  Vol.  XLVII,  p.  131  (August  16,  1888). 


70  HISTORY    OF   EDUCATION   IN    NORTH    CAROLINA. 

systems  of  the  State.  He  originated  the  idea  of  a  railroad  from  the 
Atlantic  through  the  State  to  Tennessee,  which  has  since  been  con- 
structed, opening  up  the  mountain  counties  to  the  outside  world,  and 
uniting  all  sections  of  the  Commonwealth  in  bonds  of  common  interests. 

The  following,  taken  from  the  North  American  Keview  of  January, 
1821,  evidences  the  influence  the  University,  under  the  management  of 
President  Caldwell,  was  exerting  on  education  in  the  State :  "  In  an 
ardent  and  increasing  zeal  for  the  establishment  of  schools  and  acade- 
mies for  several  years  past,  we  do  not  believe  North  Carolina  has  been 
outdone  by  a  single  State.  The  academy  at  Ealeigh  was  founded  in 
1804,  previously- to  which  there  were  only  two  institutions  of  the  kind 
in  the  State.  The  number  at  present  is  nearly  fifty,  and  is  rapidly  in- 
creasing. Great  pains  are  taken  to  procure  the  best  instructors  from 
different  parts  of  the  country,  and  we  have  the  best  authority  for  our 
opinion  that  in  no  part  of  the  Union  are  the  interests  of  education 
better  understood  and  under  better  regulation  than  in  the  middle 
counties  of  North  Carolina.  The  schools  for  females  are  particularly 
celebrated,  and  are  much  resorted  to  from  Georgia,  South  Carolina,  and 
Virginia.  In  the  year  1816,  the  number  of  students  at  academies  within 
the  compass  of  forty  miles  amounted  to  more  than  one  thousand.  This 
space  comprised  the  counties  of  Warren,  Granville,  Orange,  "Wake, 
Franklin,  and  two  or  three  others  adjoining.  All  the  useful  and  orna- 
mental branches  of  knowledge  are  taught  at  most  of  these  institutions." 

In  his  address  before  the  Alumni  Association  in  1881  President  Battle 
quotes  the  above,  and  with  pardonable  pride  adds  :  "  In  those  days  the 
University  was  the  only  institution  for  higher  learning  in  North  Caro- 
lina, and  when  we  contrast  the  general  darkness  in  1795  with  the  rapid 
improvement  as  shown  by  the  extract  from  the  North  American  Keview 
in  twenty-five  years,  can  not  the  University  say  with  triumph,  '  These 
schools  were  my  children ;  1  am  their  alma  mater — their  creative  and 
fostering^  author  ? ' " 

Besides  two  or  three  occasional  sermons,  Dr.  Caldwell  published  a  , 
Compendious  System  of  Elementary  Geometry,  in  seven  books,  to  I 
which  an  eighth  is  added,  containing  such  other  propositions  as  are  ele- 
mentary ;  subjoined  is  a  Treatise  on  Plain  Trigonometry.  He  published, 
also,  in  one  of  the  Ealeigh  newspapers,  a  series  of  articles  called  Let- 
ters of  Carlton,  which  were  designed  to  awaken  a  spirit  of  internal  im- 
provement in  the  State,  and  another  series  on  Popular  Education' or 
Free  Schools.    These  were  republished  in  a  volume  about  the  year  1825. 

Few  men  have  been  held  in  greater  esteem  while  living,  or  have  been  ', 
more  reverenced  when  dead,  by  a  State,  than  was  the  first  President  of 
the  University.  The  imposing  shaft  to  his  memory,  erected  on  the' 
campus  by  the  alumni,  stands  a  fit  testimonial  to  his  valuable  services;  ' 
but  the  most  enduring  monument  of  his  power  and  wisdom  is  the  ad-  ; 
vance  which  North  Carolina  made  in  intelligence  and  virtue  through  the  j 
instrumentality  of  his  labors. 


UNIVERSITY    OB^    NORTH    CAROLINA.  71 

The  monument  bears  the  following  inscriptions : 

la  grateful  acknowledgment  of  their  obligations  to  the  tirsl  Presiilout  of  this  Uni- 
versity, JosEPU  Caldwkll,  D.  D.,  the  President  of  the  United  States,  the  Governor 
of  North  Caroliua,  and  other  Alumui  have  raised  this  monument  A.  D.  1847. 


Bom  at  LamingtOD,  N.  J.,  April  21,  1775.    Professor  of  Mathematics  in  tliis  Univer- 
sity, 179G.    Died  at  Chapel  Hill  January  27,  1835. 


He  was  an  early,  conspicuous,  and  devoted  advocate  of  the  Common  Schools  and 
Internal  Improvements  in  North  Carolina. 


Near  him  repose  the  remains  of  his  beloved  -wife,  Helen  Caldwell. 

THE   CURRICULUM  DURING   CALDWELL'S  ADMINISTRATION. 

About  the  beginning  of  President  Caldwell's  admiuistration  the  trus- 
tees ordered  that  the  class  studying  political  science  should  read  De 
Lolme's  English  Constitution,  Montesquieu's  Spirit  of  Laws,  the  Con- 
stitution of  the  United  States,  and  the  modern  constitutions  of  Europe, 
and  "  that  the  other  books  on  civil  government  and  political  constitu- 
tions, which  by  an  ordinance  of  December  4, 1795,  formed  a  part  of  this 
course,  should  no  longer  be  considered  as  doing  so."  But  few  changes 
were  made  in  the  curriculum  first  adopted,  till  on  December  19,  1818,  it 
■was  superseded  by  the  following  course  leading  to  the  degree  of  Bach- 
elor of  Arts ; 

In  the  preparatory  school. — Latin  grammar;  Corderins  or  Sacra  Historia;  iEsop's 
Fables,  25  ;  Selectie  Vetui ;  Cornelius  Nepos  or  Viri  Romte  ;  Mair's  Introduction  ; 
Cicsar's  Commentaries  ;  Prosody  ;  Ovidi  Editii  Expnngata  ;  Virgil's  Bucolics  and  six 
books  of  the  ^Eueid  ;  Greek  grammar;  St.  John's  Gospel  and  Acts  of  the  Apostles  in 
Greek  ;  GruBca  Minora  to  Lucian's  Dialogues. 

In  the  college. — Freshman  class,  first  session  :  Sallust ;  Adam's  Antiquities;  Graeca 
Minora  continued ;  elements  of  ancient  and  modern  geography;  arithmetic;  algebra; 
English  grammar  ;  composition  ;  theses ;  declamation.  Second  session :  Virgil's  Geor- 
gics  ;  Cicero's  Orations  ;  Gnuca  Majora,  first  volume ;  algebra  continued ;  Adam's 
Antiquities  ;  English  grammar  ;  composition  ;  declamation  ;  theses. 

Sophomore  class:  First  session:  Graeca  Majora  continued,  first  volume;  Horace; 
algebra  continued;  geometry;  theses;  composition;  declamation.  Second  session: 
Horace  continued;  Homer's  Iliad;  geometry  continued;  geography;  composition; 
declamation. 

Junior  sophistics. — First  session:  Plain  trigonometry;  logarithms;  mensuration  of 
heights  and  distances  ;  surveying  ;  spherical  trigonometry  ;  classics ;  composition  ; 
declamation.  Second  session :  Navigation;  conic  sections;  fluxions;  natural  philos- 
ophy ;  classics  ;  composition  ;  declamation. 

Senior  class. — First  session:  Chemistry;  mineralogy;  geology;  philosophy  of 
natural  history  ;  moral  philosophy  ;  Stuart's  Essays  on  the  Progess  of  the  Moral  and 
Ethical  Sciences  ;  logic  ;  natural  philosophy  continued ;  Playfair's  Essay  on  the  Prog- 
ress of  the  Mathematical  and  Physical  Sciences;  astronomy  ;  classics;  English  gram- 
mar; composition;  declamation.  Second  session :  Chemistry;  mineralogy;  geology 
continued;  rhetoric;  chemistry;  metaphysics;  classics;  composition;  declamation. 


72  HISTORY    OF   EDUCATION   IN   NORTH    CAROLINA. 

In  the  course  here  given  one  can  not  fail  to  notice  the  prominence 
given  to  classical  and  mathematical  studies  and  the  time  devoted  to 
composition  and  the  cultivation  of  oratory.  To  the  latter,  more  than 
anything  else,  is  due  the  fact  that  such  a  large  proportion  of  the  alumni 
became  distinguished  in  public  life. 

THE  INFLUENCE  OF  YALE.— MITCHELL,  OLMSTED,  AND  ANDREWS. 

President  Caldwell  was  assisted  by  an  able  corps  of  instructors.  In 
the  Faculty  were  some  intellectual  giants  who  not  only  gave  reputa- 
tion to  the  University,  but  whose  contributions  to  letters  and  science 
made  them  prominent  among  the  learned  men  of  their  day. 

Eev.  Dr.  Elisha  Mitchell,  who  was  called  from  Yale  College  to  the 
University  of  North  Carolina  in  1817,  was  the  most  noted  of  all. 

Dr.  Mitchell  came  of  a  noted  New  England  family — one  whose  influ- 
ence has  been  widely  felt  in  religion,  science,  and  politics.  He  was  born 
in  Washington,  Litchfield  County,  Conn.,  August  19, 1793.  His  father, 
Abner  Mitchell,  was  a  farmer.  His  mother,  Phoebe  Eliot,  was  a  de- 
scendant in  the  fifth  generation  of  John  Eliot,  the  "Apostle  to  the  In- 
dians," and  minister  of  Eoxbury,  Mass.,  from  1632  to  1690. 

Prof.  Charles  Phillips,  in  a  memoir  of  his  friend  and  colleague.  Dr. 
Mitchell,  published  in  1858,  and  from  which  the  data  for  this  sketch  are 
principally  drawn,  says  :  "  He  possessed  many  of  the  characteristics 
which  marked  the  Eliots,  especially  of  the  earlier  generations.  The 
Eev.  Jared  Eliot,  M.  D.  and  D.  D.,  minister  for  inany  years  at 
Killingworth,  Conn.y  was  Dr.  Mitchell's  great-grandfather.  He  was 
distinguished  in  his  own  times  for  his  knowledge  of  history,  natural 
philosophy,  botany,  and  mineralogy,  while  as  a  theologian  he  was  sound 
in  the  faith  and  delighted  in  the  doctrines  of  gospel  grace.  Among  his 
correspondents  were  Dr.  Franklin  and  Bishop  Berkeley,  and  in  1762  he 
was  honored  by  the  Eoyal  Society  of  London  with  a  gold  medal  for  a 
valuable  discovery  in  the  manufacture  of  iron.  This  ancestor,  Dr. 
Mitchell  closely  resembled  in  many  peculiarities  of  body  and  soul. 
Both  were  men  of  large  stature,  of  great  bodily  strength,  of  untiring 
activity,  of  restless  curiosity,  of  varied  and  extensive  attainments,  of 
a  quaint  and  quiet  humor,  of  persevering  generosity,  and  of  a  well- 
established  piety." 

Dr.  Mitchell  was  graduated  at  Yale  in  1813,  in  the  class  with  Hon. 
George  E.  Badger,  Dr.  Denison  Olmsted,  and  others,  who  afterwards 
became  noted  as  statesmen  and  scholars.  After  graduation  he  accepted 
a  position  in  a  male  academy  at  Jamaica,  Long  Island,  which  he  held 
till  the  spring  of  1815,  when  he  became  principal  of  a  female  school  in 
New  London,  Conn.  From  there  he  was  called  to  Yale  as  tutor  in  1816. 
Dr.  Mitchell  and  Dr.  Olmsted  were  recommended  to  the  trustees  of 
the  University  in  1816,  by  a  son  of  President  Dwight,  of  Yale,  the  Eev. 
Sereno  E.  Dwight,  chaplain  to  the  Senate  of  the  United  States,  through 
Judge  William  Gaston,  then  a  member  of  Congress.    In  1817  they  were 


UNIVERSITY    OF    NORTH    CAROLINA.  73 

appointed  to  professors! lips  in  the  University — Dr.  Mitcliell  to  the  chair 
of  mathematics,  and  Dr.  Ohnsted  to  that  of  chenustry,  then  first  es- 
tablished in  the  institution. 

Dr.  Mitchell  entered  upon  the  discharge  of  his  duties  February  1, 
1818,  and  from  that  time  till  his  death  he  was  the  foremost  professor  in 
the  institution.  On  the  resignation  of  Dr.  Olmsted,  in  1825,  he  was 
transferred  to  the  chair  of  chemistry,  mineralogy,  and  geology,  a  posi- 
tion better  suited  to  his  tastes  and  in  which  he  made  his  reputation  for 
scientific  scholarship.  Dr.  Phillips  says  of  him,  that  "even  while  n 
professor  of  mathematics  he  had  frequently  indulged  his  taste  for  bot- 
any by  i)edestriau  excursions  through  the  country  around  Chapel  Hill.  • 
After  be  took  upon  himself  instruction  in  chemistry,  mineralogy,  and 
geology,  he  extended  and  multiplied  these  excursions,  so  that  when  be 
died  he  was  known  in  almost  every  part  of  North  Carolina,  and  he  left 
no  one  behind  him  better  acquainted  with  its  mountains,  valleys,  and 
plains;  its  birds,  beasts,  bugs,  fishes,  and  shells;  its  trees,  flowers,  vines, 
and  mosses ;  its  rocks,  stones,  sands,  clays,  and  marls.  *  *  *  ]s[or 
were  his  accomplishments  as  a  professor  confined  to  his  own  depart- 
ment. In  the  ancient  languages  he  was  frequently  ready  and  able  to 
help  a  colleague  who  was  prevented  from  discharging  his  own  duties. 
In  the  mathematics  he  would  often,  at  public  examinations,  propose 
such  (piestions  as  showed  that  his  earlier  love  still  retained  a  hold  on 
bis  attention  and  atitections.  He  was  a  good  writer,  and  in  the  depart- 
ment of  belles-lettres  he  was  a  well-read  and  instructive  critic."  He  was 
a  correspondent  of  Agassiz  and  other  scientists,  and  kei)t  himself  fully 
abreast  of  the  scientific  progress  of  his  times. 

Dr.  Mitchell  contributed  many  able  articles  to  the  scientific  publica- 
tions of  his  day.  He  contributed  the  following  interesting  papers  to 
Sillimau's  Journal :  January,  1830,  "A  Substitute  for  Welther's  Safety- 
tube,"  and  "  The  Geology  of  the  Gold  Eegions  of  Xorth  Carolina;"  Jan- 
uary, 1831,  "The  Causes  of  Winds  and  Storms;"  April,  1831,  "An  Anal 
ysis  of  the  Protogaea  of  Leibnitz;  "  July,  1831,  a  reply  to  Eedfield's  crit- 
icism of  his  article  on  winds  and  storms;  Jan  uarj',  1839,  "Observations 
on  the  Black  Mountains  in  Iiforth  Carolina."  He  was  the  author  of  a 
manual  of  chemistry,  the  second  edition  of  which  was  passing  through 
the  press  at  the  time  of  his  death;  a  manual  of  geology,  illustrated  by 
a  geological  map  of  Xorth  Carolina ;  a  manual  of  natural  history,  and  a 
collection  of  facts  and  dates  respecting  the  history,  geography,  etc.,  of 
the  Holy  Land. 

"When  he  came  to  the  University  the  academic  staff  numbered  4  and 
the  students  120.  At  his  death  there  were  16  professors  and  440  stu- 
dents in  the  institution. 

Dr.  Mitchell  died  a  martyr  to  science,  and  the  incidents  of  his  death 
present  a  picture  of  tragic  interest.  By  observations  in  1835,  1838, 
1844,  and  185G  he  had  established  the  fact  that  the  peaks  of  the  Black 
iTountains,  in  North  Carolina,  are  the  highest  east  of  the  Rocky  Mount- 


.\ 


74  HISTORY    OF   EDUCATION   IN   NOETH    CAROLINA. 

aius.  A  controversy  arose  between  him  and  the  Hon.  Thomas  L.  Cling- 
mau  as  to  which  was  the  higher,  Mount  Mitchell  or  Clingman's  Peak,, 
named  respectively  in  their  honor.  In  June,  1857,  he  visited  the  Black 
Mountains  to  make  further  observations  in  order  to  fully  settle  this  dis- 
pute, but  this  was  not  his  only  object.  Dr.  Phillips  says :  "  One  object 
before  hira  in  1857  was  to  collect  in  a  southern  latitude  corrections  for 
barometrical  observations  on  mountain  heights.  He  proposed  to  con-, 
nect  the  railroad  survey  across  the  Blue  Eidge,  in  North  Carolina,  with 
the  top  of  Mitchell's  Peak  (Mount  Mitchell)  by  a  series  of  stations  dif 
fering  from  each  other  by  500  feet  of  altitude."  On  Saturday,  June  26, 
1857,  he  set  out  alone  across  the  mountains  for  a  settlement  on  Caney 
Eiver.  This  was  the  last  time  he  was  ever  seen  alive.  I^^ot  returning 
when  expected,  search  was  made  for  him,  and  on  July  8  his  body  was 
found  in  a  pool  of  water  on  the  mountain-side,  into  which  he  had  fallen 
from  a  precipice  some  40  feet  above.  His  remains  were  taken  to  Ashe- 
ville  and  there  interred,  but  it  was  finally  decided  to  give  them  sepul- 
ture on  Mount  Mitchell,  and  on  June  16, 1858,  they  were  buried  on  the 
highest  point  of  that  peak.  His  death  and  eminent  services  to  science 
were  chronicled  by  the  press  throughout  the  United  States. 

In  July,  1885,  the  writer  made  a  pilgrimage  to  his  grave.  It  is  an 
humble  mound,  inclosed  by  a  wall  of  rough  stones  collected  on  the 
mountains.  The  surroundings  are  majestically  grand.  It  has  been, 
beautifully  said  that "  the  green-hued  ivy  and  the  many-hued  rhododen-l 
dron  lend  their  wild  beauty  to  the  scene,  and  the  dark-leaved  firs  spread 
their  funeral  pall  over  the  spot  where  he  lies." 

The  mountain  is  his  monumenti — he  needs  no  other. 

Beyiison  Olmsted,  LL.  D. — Probably  no  other  i^rofessor  of  the  Uni- 
versity ever  achieved  so  wide  a  reputation  as  did  Professor  Olmsted. 
He  was  a  classmate  of  Dr.  Mitchell  at  Yale,  having  entered  that  insti- 
tution in  1809,  and  graduating  in  1813.  For  two  years  he  taught  in 
New  London.  In  1815  he  was  called  to  Yale  as  tutor,  which  position 
he  held  until  his  election  to  the  professorship  of  chemistry  in  the  Uni- 
versity of  North  Carolina  in  1817. 

Under  the  auspices  of  the  Legislature  of  North  Carolina  he  began  a 
geological  survey  of  the  State,  which  was  the  first  to  be  undertaken  in: 
the  Union.  ' 

In  1825  he  was  recalled  to  Yale  as  professor  of  mathematics  and'i 
natural  philosophy.  After  1835  he  was  professor  of  natural  philosophy. 
His  Natural  Philosophy,  which  is  a  valuable  contribution  to  science, 
appeared  in  1831,  and  his  Astronomy,  another  important  work,  in  1839. 

He  was  one  of  the  earliest  advocates  of  special  institutions  for  the 
professional  training  of  teachers,  and  he  also  deserves  honorable  men- 
tion for  his  advocacy  of  improvements  in  the  elementary  schools  in  the 
United  States. 

He  was  born  at  East  Hartford,  Connecticut,  June  18, 1791,  and  died 
at  New  Haven,  in  that  State,  May  33,  1859.  • 


UNIVERSITY    OF   NORTH    CAROLINA.  75 

Ethan  Allen  Andrcics^  LL.  7>. — Professor  Aiulrews  came  to  the  Uni- 
versity as  professor  of  aucieut  laagaagcs  iu  1822.  lie,  too,  was  an 
aluinuus  of  Yale,  haviug  been  graduated  in  1810.  Tiie  duties  of  liis 
cbair  were  filled  with  signal  ability,  and  it  caused  mucli  regret  when  lie 
resigned,  in  1828,  to  accept  the  professorship  of  ancient  languages  in 
the  New  Haven  Gymnasium.  In  1829  he  established  the  New  Haven 
Institute  for  Young  Ladies.  Iu  1833  he  removed  to  Boston,  where  he 
succeeded  Jacob  Abbott  as  principal  of  a  female  school,  and  also  became 
senior  editor  of  the  Religious  Magaziue.  In  1839  he  returned  to  New 
Britain,  Conn.,  where  he  was  born  April  7,  1787,  and  began  the  publi- 
cation of  a  series  of  Latin  text-books.     He  died  there  March  4,  1858. 

These  young 'professors,  fresh  from  Yale,  brought  new  life  into  the 
institution.  Prior  to  their  advent  Princeton  thought  and  Princeton 
methods  had  prevailed  to  the  exclusion  of  all  others.  The  disciples  of 
Dwight  and  Witherspoou  worked  together  in  harmony  and  brought 
about  a  blending  of  Yale  and  Princeton  methods. 

THE   SECOND  PRESIDENT,    REV.   ROBERT   HETT   CHAPMAN,  D.  D. 

On  the  resignation  of  President  Caldwell,  iu  1812,  Eev.  Eobert  Hett 
Chapman,  D.  D.,  a  prominent  Presbyterian  divine,  was  called  to  the 
presidency  of  the  University. 

Dr.  Chapman  was  born  at  Orange,  N.  J.,  March  2,  1771,  and  died 
at  Winchester,  Ya.,  June  18,  1833.  He  was  graduated  at  Princeton 
in  1798,  and,  after  studying  theology,  was  licensed  to  preach  by  the 
Presbytery  of  New  York  in  1793.  For  a  short  time  he  was  a  professor 
in  Queen's  College,  New  Brunswick.  From  179G  to  1799  he  was  pastor 
at  Rahway,  N.  J.,  and  from  1801  to  1812  he  preached  at  Cambridge,  N. 
Y.  He  accepted  the  presidency  of  the  University  of  North  Carolina, 
December  16,  1812,  resigning  it  November  23,  181G,  to  again  enter  ac- 
tively upon  the  work  of  the  ministry.  As  president  he  continued 
the  policy  of  Dr.  Caldwell,  his  predecessor  and  successor.  After 
leaving  the  University  he  held  pastorates  in  North  Carolina,  Tennessee, 
and  Yirginia. 

THE    THIRD   PRESIDENT,   DAVID   LOWRY  SWAIN,   LL.  D. 

At  the  time  of  President  Caldwell's  death  the  University  was  firmly 
lestablished,  and  its  influence  Avas  gradually  being  appreciated  in  other 
States.  The  high  school  of  1795  had  become  one  of  the  foremost  colleges 
in  the  Union. 

In  the  selection  of  Dr.  Caldwell's  successor  the  trustees  appreciated 
their  responsibility.  Scholars  with  more  than  national  reputation  were 
presented  for  the  position,  but  the  board  of  trustees  with  great  una- 
nimity tendered  the  presidency  to  the  then  Governor  of  the  State, 
iDavid  Lowry  Swain.  Although  a  man  of  varied  acquirements,  it  was 
not  for  his  scholarship  that  he  was  selected,  but  on  account  of  his  per- 


76  HISTORY    OF    EDUCATION    IN   NORTH    CAROLINA. 

sonal  popularity,  bis  intense  devotion  to  the  State,  and  liis  acknowj 
edged  executive  capacity. 

In  Governor  Svrain  were  combined  the  best  qualities  of  the  Puritan! 
and  the  Cavalier.  His  father,  George  Swain,  was  of  good  'New  England 
stock.  George  Swain  was  born  in  Eoxbury,  Mass.,  in  1763,  and  on 
coming  South  he  settled  in  Georgia.  He  served  in  the  Legislature  ol 
Georgia  five  years,  and  was  a  member  of  the  convention  which  revised 
the  Constitution  of  that  State.  In  1795  he  removed  to  Buncomb^ 
County,  North  Carolina.  Soon  after  this  he  married  Caroline  Lowry; 
a  widow,  whose  maiden  name  was  Lane.  She  was  a  sister  of  Joel  Lane; 
the  founder  of  the  city  of  Raleigh,  and  of  Joseph  Lane,  at  one  time 
United  States  Senator  from  Oregon,  and  Democratic  candidate  for  Vice' 
President  of  the  United  States  on  the  ticket  with  General  Breckinridg' 
in  1860. 

On  January  4,  1801,  was  born  David  Lowry  Swain.  His  early  educa 
tion  was  received  at  home.  At  the  age  of  fifteen  he  was  sent  to  th( 
Newton  Academy,  near  Asheville,  founded  by  the  Eev.  George  Newton 
a  Presbyterian  clergyman.  Senator  Z.  B.  Yance  says  that  this  schoo 
was  justly  famous  in  that  part  of  the  State,  and  that  many  of  the  prom 
inent  citizens  of  North  Carolina,  beyond  the  Blue  Eidge,  and  of  othei 
States,  were  educated,  in  whole  or  in  part,  at  that  institution.  Gover 
nor  B.  F.  Perry  and  Hon.  Waddy  Thompson,  of  South  Carolina,  M 
Patton,  E.  B.Vance,  James  Erwin,  and  other  prominent  citizens  of  Nortl 
Carolina,  were  classmates  of  young  Swain  while  there.  .  He  taught  Latii 
at  this  school  for  five  months.  i 

He  entered  the  Junior  class  of  the  University  of  North  Carolina  ii 
1821,  but,  for  want  of  means,  he  only  remained  four  mouths.  In  182: 
he  commenced  the  study  of  law  in  the  olfice  of  Chief- Justice  Taylor,  ii 
Ealeigh,  and  in  December  of  that  year  obtained  license  to  practise  law 

He  returned  to  Buncombe  County  and  entered  upon  the  practice  c 
his  profession.  His  advancement  was  rapid.  In  1824  he  was  elected ! 
member  of  the  lower  house  of  the  Legislature  from  his  county,  and  wa 
continued  by  successive  elections  for  five  years.  The  Legislature,  ii 
3829,  elected  him  solicitor  of  the  Edenton  circuit.  He  was  elected  ; 
judge  of  the  Superior  Court  in  1830.  In  1832  he  was  elected  Governoi 
Under  the  Constitution  of  1776,  the  Governor  was  elected  for  only  on 
year.  Governor  Swain  was  successively  re-elected  in  1833  and  183^ 
He  was  a  delegate  to  the  convention  of  1835,  which  revised  and  amende 
the  State  Constitutiou,  in  which  he  took  a  prominent  part.  In  1835  h 
was  elected  president  of  the  University,  which  position  he  held  unt 
18G8. 

Under  his  energetic  and  able  management,  the  University  made  rapi 
and  permanent  progress.  The  halls  were  filled  with  students  from  a' 
parts  of  the  South,  the  number  at  one  time  reaching  nearly  five  hundrec 
The  Faculty  was  enlarged,  and  the  course  of  study  extended  and  mad 
more  thorough.     The  finances  were  improved  and  wisely  mauagec 


UNIVERSITY    OF    NORTH    CAROLINA.  77 

everal  large  Jiud  handsome  buildings  were  added,  ample  provision  being 
lade  for  lecture  rooms,  libraries,  and  society  halls.  The  camt)us,  con- 
iiniug  50  acres,  naturally  one  of  the  most  beautiful,  if  not  the  most 
eautiful  college  campus  in  the  Union,  was  inclosed  and  ornamented  by 
ralks  and  shrubberj-. 

President  Swain  was  the  head  of  the  department  of  history  and  politi- 
al  science,  and  we  are  told  that  so  brilliant  and  fascinating  were  his 
Bctures  in  political  economy  and  constitutional  and  international  law 
hat  these  courses  were  always  largely  attended.  Such  was  his  reputa- 
iou  that  many  from  other  States  who  afterwards  became  distinguished 
tatesmen  were  influenced  to  pursue  their  studies  at  the  University  of 
iforth  Carolina  rather  than  at  older  and  better-known  institutions. 

The  then  Governor  of  Korth  Carolina,  now  Senator  Zebulon  B.  Vance, 
n  a  memorial  oration  on  The  Life  and  Character  of  Hon.  David  L. 
Swain,  delivered  at  the  University  in  1877,  said: 

"  How  well  do  I  remember  the  many  occasions  during  my  sojourn  at 
he  University  when  he,  as  my  jjreceptor,  esteeming  such  influences  of 
greater  importance  to  the  class  than  the  texts  of  the  lessons,  would 
"or  the  time  give  his  whole  soul  to  the  stirring  up  of  these  generous  and 
jmulous  sentiments  in  the  hearts  of  his  pupils.    The  very  first  recita- 
sion  in  which  I  ever  appeared  before  him  was  one  such.    I  shall  never, 
never  forget  it!     In  1831 1  entered  the  University  and  joined  the  Senior 
jlass  as  an  irregular.    This  first  lesson  was  in  constitutional  law.    A 
jingle  general  question  was  asked  and  answered  as  to  the  subject  in 
band,  and  then  he  began  to  discourse  of  Chancellor  Kent,  whose  treatise 
we  were  studying ;  from  Kent  he  went  to  Story,  from  Story  to  Mar- 
shall, repeating  anecdotes  of  the  great  Americans  who  had  framed  and 
'.Dterpreted  our  organic  law,  and  touching  upou  the  debate  between 
Eayne  and  Webster.    From  these  he  went  back  and  back  to  the  men 
md  the  times  when  the  great    *     *    *    principles  of  Anglo-Saxon 
liberty  were     *     *     *     placed  one  by  one  as  stones  polished  by  the 
genius  of  the  wise  and  cemented  by  the  blood  of  the  brave  in  the  walls 
)f  the  temple  of  human  freedom.     He  told  us  of  the  eloquence  of  Burke, 
)f  the  genius  of  Chatham ;  he  took  us  into  the  prison  of  Eliott  and 
ivent  witii  us  to  the  death-bed  of  Hampden  ;  into  the  closet  with  Coke 
ind  Sergeant  Maynart),  and  to  the  forum  where  Somers  spoke:  to 
:he  deck  of  the  Brill  where  William,  the  deliverer,  stood  as  he  gazed 
ipon  the  shores  of  England ;  to  the  scafiblds  of  Sydney  and  of  our  own 
glorious  Ealeigh.    Warming  as  he  went  with  the  glowing  theme,  walk- 
ng  up  and  down  the  recitation  room,  which  was  the  library  of  the 
'old  South,"  with  long  and  awkward  strides,  heaving  those  heavy, 
Passionate  sighs  which  were  always  with  bim  the  witnesses  of  deep 
imotiou,  he  would  now  and  then  stop,  reach  down  from  its  shelf  a 
volume  of  some  old  poet,  and  read  with  trembling  voice  some  grand 
Hnd  glowing  words  addressed  to  man's  truest  ambition  that  thrilled 
Sur  souls  like  a  song  of  the  chief  musician.    A  profound  silence  was 


78  HISTORY    OF   EDUCATION   IN   NORTH    CA.KOLINA. 


I 


evidence  of  the  deep  attention  of  the  class,  and  thjB  hour  passed  almost: 
before  we  knew  it  had  begun." 

This  incident  is  characteristic  of  President  Swain,  as  is  testified  by 
many  of  his  old  pupils. 

It  was  during  the  administration  of  President  Swain  that  the  State 
Historical  Society  was  founded  in  January  1844,  the  University  Alumni 
Association  organized  in  1843,  and  the  University  Magazine  established 
in  March,  1844.  He  was  eminent  for  his  knowledge  of  IsTorth  Carolina 
history  and  the  author  of  some  valuable  monographs  on  Revolutionary 
and  ante-Kevolutionary  periods,  several  of  which  were  published  in  the 
University  Magazine. 

Under  his  able  and  progressive  management  the  University  had  de- 
veloped into  vigorous  manhood,  but  the  War,  like  an  untimely  frost, 

came  and  checked  its  promising  career. 

i 
I 

REQUIREMENTS  AND   COURSES    DURING  SWAIN'S  ADMINISTRATION.   ' 

It  was  under  the  administration  of  President  Swain  that  the  Uni- 
versity reached  its  highest  development  and  prosperity.  His  predeces- 
sor had  laid  a  broad  foundation.  Many  of  those  graduated  during  the 
presidency  of  Dr.  Caldwell  had,  become  teachers,  and  now  classical 
schools  were  established  in  every  section  of  the  State.  The  prepara- 
tory school  in  connection  with  the  University  was  no  longer  a  necessity, 
and  we  find  it  quietly  dropped.  The  standard  of  instruction  was 
raised,  and  the  requisites  for  admission  made  more  stringent.  As  early 
as  1838,  and  probably  before,  candidates  for  admission  into  the  Fresh- 
man class  were  required  to  sustain  an  approved  examination  on  the 
grammar  of  the  English,  Latin,  and  Greek  languages,  including  Latin i 
prosody,  Mair's  Introduction,  or  Andrew's  Exercises;  Ciesar's  Coni- 
mentaries  (five  books)  5  Ovid's  Metamorphoses  ( Gould's  edition — ex- 
tracts from  the  six  books) ;  Virgil's  Bucolics,  and  six  books  of  the 
^neid  ;  Sallust ;  Greek  Testament  (St.  John's  Gospel  and  the  Acts  ofi 
the  Apostles)  -,  Grseca  Minora  or  Greek  reader ;  arithmetic ;  algebra,  J 
through  equations  of  the  first  degree ;  ancient  and  modern  geography. 

In  the  main,  after  tlie  remodelling  of  the  curriculum  at  his  accession, 
the  requirements  in  the  different  departments  of  the  University  re- 
mained the  same  throughout  the  administration  of  President  Swain. 

The  session  of  1854-55  is  taken  as  a  typical  one.  The  academic  staff 
then  numbered  sixteen.  The  University  consisted  of  eight  departments 
and  a  school  for  the  application  of  science  to  the  arts,  added  in  1854, 
with  a  president  and  four  professors. 

The  time  required  for  the  completion  of  the  studies  of  each  depart- 
ment, together  with  the  number  of  recitations  given,  will  enable  one  to 
form  an  idea  of  the  relative  importance  attached  to  each.  The  require- 
ments for  admission  to  the  Freshman  class  of  the  University  have  al- 
readv  been  given. 


UNIVERSITY    OF    NORTH    CAROLINA.  79 

In  the  collegiate  classes  the  reqiiiremeuts  were  as  follows: 

In  Latin.— Fresliman  class,  166  recitations:  Virgil's  Georgics,  Cicero's  Orations,  and 
five  books  of  Livy  read.  Sophomore,  148  recitations:  Odes  and  Satires  of  Horace, 
Epistles  of  Horace  and  Cicero  on  the  Immortality  of  the  Soul.  Junior,  57  recitations : 
Cicero  de  Officiis. 

In  Greel: — Freshman  class,  167  recitations  :  Xenophon's  Anabasis  and  one  book  of 
Herodotus  read.  Sophomore,  143  recitations:  Onebookof  Thucydides,  five  of  Homer's 
Iliad,  and  Select  Orations  of  Demosthenes.  Junior,  54  recitations:  Two  tragedies  of 
Sophocles.     Senior,  33  recitations :  One  Tragedy  of  Sophocles. 

We  find  the  instructors  in  these  departments  complaining  that  candidates  for  ad- 
mission are  generally  deficient  in  some  part  of  the  preparatory  studies,  especially  in 
Latin  construction,  Greek  grammar,  Roman  and  Grecian  antiquities,  and  ancient 
geography,  and  mythology.  At  the  same  time  they  acknovrledge  that  they  are  much 
indebted  to  "the  faithful  teachers  who  are  laboring  to  promote  classical  learning 
by  thorough  elementary  instruction.  *  »  *  We  trust  that  our  obligations  to  them 
■will  be  still  further  increased ;  for  on  their  efforts  we  must,  in  a  great  measure,  depend 
for  success  in  elevating  the  standard  of  scholarship  in  the  University." 

In  history. — Besides  the  historical  works  read  in  Latin  and  Greek,  the  following 
were  required  :  Freshman  class,  78  recitations  :  Grecian  and  Roman  antiquities  and 
ancient  history  studied.  Junior,  78  recitations :  History  of  the  Middle  Ages  and 
modern  history,  with  attention  to  that  of  England  and  America. 

The  text-books  recommended  in  this  department  were  Bojesen's  Greek  and  Roman 
Antiquities,  Weber's  Outlines,  Tytler's  Universal  History,  and  Smith's  Lectures  on 
Modern  History.  It  was  provided  that  throughout  the  entire  course  the  classes 
should  be  guided  to  the  best  sources  of  information  on  all  the  more  important  sub- 
jects of  historical  inquiry  and  stimulated  from  time  to  time  to  extend  their  investiga- 
tions beyond  the  text-books. 

In  French. — Sophomore  class,  38  recitations :  Levizac's  Grammar  and  Perrin's 
Fables  used.'  Junior,  76  recitations:  Florain's  Gonzalve  de.  Cordone  and  Bossuet's 
Orations.  Senior,  35  recitations:  Selections  from  Racine's  Tragedies  and  Moliere's 
Comedies.  Throughout  the  course,  lectures  were  given  from  time  to  time  on  the  his- 
tory and  character  of  French  literature. 

In  logic  and  rhetoric. — Sophomore  class,  essays  required  every  third  week.  Junior, 
}  recitations  per  week  and  one  original  oration  from  each  member  during  the  ses- 
«on.  Senior,  4  original  orations  from  each  member  during  the  year.  The  text-books 
ised  were  Whateley's  Elements  of  Logic  and  Rhetoric,  with  reference  to  the  works  of 
Mill  and  Campbell,  and  occasional  lectures  upon  the  x>riuciples  of  taste  and  criticism. 

In  mathematics. — The  Freshman  class  had  4  recitations  a  week,  the  Sophomore  5, 
ind  the  Junior  4.  The  text-books  used  were  Pierce's  Algebra,  Geometry,  Trigonom- 
5try,  Navigation  aud  Surveying,  aud  Spherical  Trigonometry  :  Church's  Analytical 
jeonietry,  and  Difl'erential  and  Integral  Calculus  ;  Olmsted's  Natural  Philosophy, 
ind  Norton's  Astronomy.  A  course  of  lectures  was  given  in  natural  philosophy  and 
istronomy,  illustrated  by  appropriate  experiments. 

In  chemistry,  mineralogy,  and  geology. — Senior  class,  3  lectures  and  3  recitations  in 
lach  per  week.  The  text-books  of  Draper,  Graham,  Regnault,  and  Silliman  were  used 
n  the  course. 

This  department  was  under  the  direction  of  the  distinguished  Dr.  Mitchell,  who 
iras  also  one  of  the  professors  in  the  School  for  the  Application  of  Science  to  the  Arts, 
ivbere  the  studies  of  this  department  were  taught  with  great  thoroughness. 

In  political  science  and  philosophy. — Required  in  course  during  the  Senior  year 
bree  days  per  week.  Text-books  used  were  Wayland'a  Political  Economy,  Story's 
familiar  Exposition  of  the  Constitution,  and  Kent's  Commentaries  on  American  Law, 
i^'ol.  1;  Wayland's  Moral  Science,  Abercrombie's  loquiries  concerning  the  Intellectual 
f*ow§rs,  and  Wayland's  Intellectual  Philosophy.     A    course  of  lectures  was  also 


80  HISTORY    OF   EDUCATION    IN   NORTH    CAROLINA. 

delivered  on  the  history  of  constitutional  law.  It  was  provided  that  no  portion 
of  the  text-books  should  be  omitted,  ''but  the  whole  carefally  recited,  subsequently 
reviewed,  and  each  member  of  the  class  separately  and  rigidly  examined  on  the  entire 
system." 

SCHOOL  POE   THE  APPLICATION  OF   SCIENCE   TO   THE  ARTS. 

As  before  stated,  in  January,  1854,  a  ''  School  for  the  Application  of 
Science  to  the  Arts"  was  established  with  Elisha  Mitchell,  professor  o^ 
chemistry,  mineralogy,  and  geology ;  James  Phillips,  professor  of  pure 
mathematics  and  natural  philosophy;  Charles  Phillips,  professor  of  civil 
engineering,  and  Benjamin  S.  Hedrick,  professor  of  chemistry  applied 
to  agriculture  and  the  arts.  •  ' 

The  object  of  this  school  was  to  prepare  young  men  for  professional 
life  as  engineers,  artisans,  farmers,  miners,  and  physicians.  They  were 
given  both  practical  and  theoretical  instruction.  The  University  cata- 
logue for  1854-55  says:  "It  is  judged  that  this  course  will  secure  the 
greatest  benefits  to  the  various  interests  of  our  community.  For,  whilei 
theory  without  practice  is  in  danger  of  becoming  visionary  and  unpro- 
ductive— practice  without  theory  may  become  devoted  to  isolated  efforts, 
or  to  a  barren  routine  of  imitations."  I 

It  was  provided  that  "  as  this  school  is  an  integral  part  of  the  Uni- 
versity, candidates  for  its  first  degree  will  be  allowed  to  substitute  civil 
engineering  or  agricultural  chemistry  for  the  ancient  and  modern  lan-j 
guages,  or  for  international  and  constitutional  law,  at  their  own  election, 
but  only  during  the  second  term  of  their  Senior  year.  Those  students 
of  the  University  who  seek  for  a  professional  education  may  leave  the 
academic  course  at  the  end  of  the  first  term  of  their  Senior  year  and 
devote  themselves  entirely  to  their  own  special  studies  during  a  period 
of  eighteen  months.  At  the  end  of  six  months  they  will  receive  the 
degree  of  Bachelor  of  Arts  along  with  the  rest  of  their  class,  and  at 
the  end  of  their  fifth  year  the  degree  of  Master  of  Arts.  Instruction  will 
be  given  to  others  also  who  are  connected  with  the  University  only  as 
pupils  of  this  school.  From  them  an  attendance  of  two  years  and  a  half 
will  be  required  generally,  but,  as  usual,  they  will  be  admitted  at  the 
beginning  of  their  course  to  such  classes  as  their  own  acquisitions  may 
suit.  On  completing  the  required  studies  these  pupils  will  receive  the 
degree  of  Bachelor  of  Science." 

To  enter  the  department  of  civil  engineering  the  student  was  re- 
quired to  stand  approved  examinations  on  arithmetic,  algebra,  geom- 
etry, and  plane  and  spherical  trigonometry,  with  its  application  in  sur- 
veying, navigation,  and  in  the  mensuration  of  heights  and  distances.^ 
The  course  in  this  department  comprised  three  years.  The  text-books 
used  were  Church's  Analytical  Geometry,  Church's  Differential  and  In- 
tegral Calculus,  Davies's  Descriptive  Geometry,  Davies's  Shades  and 
Shadows,  Smith's  Mechanics  and  Engineering,  Mahan's  Civil  Engin- 


UNIVERSITY    OF   NORTH    CAROLINA.  81 

eering,  Gillespie  on  Eoads  and  Eailroatls,  Trantwine,  Borden,  Loud,  etc., 
on  Geodesy  and  Earth  Works. 

Mecbauical,  topographical,  and  architectural  drawing,  both  plane  and 
isometrical,  were  taught  throughout  the  course. 

Students  in  the  department  for  the  application  of  chemistry  to  agri- 
culture and  the  arts  were  instructed  in  analytical  chemistry  and  its 
application  to  the  analysis  of  soils  and  manure,  the  assaying  of  soils 
and  minerals,  the  analysis  of  mineral  waters,  and  the  testing  of  drugs 
and  medicines.    Daily  work  in  the  laboratory  was  required. 

In  addition  to  the  lectures,  the  following  works  were  required  for 
reading  and  reference  :  Will's  Outlines  of  Chemical  Analysis,  Eose's 
Analytical  Chemistry,  Eeguault's  Chemistry,  Johnston's  Agricultural 
Chemistry,  Stockhardt's  Field  Lectures,  Plattner's  Testing  with  the 
Blow-pipe,  and  Bowman's  Medical  Chemistry. 

LAW  SCHOOL. 

A  professorship  of  law  was  established  in  1846,  but  the  professor 
received  no  salary  from  the  University ;  neither  was  he  nor  were  his 
students  subject  to  the  ordinary  regulations. 

There  were  two  classes,  the  students  of  the  first  or  independent  class 
having  no  connection  with  any  other  department,  and  the  college  class 
consisting  of  students  who  were  also  pursuing  their  studies  in  the  Uni- 
versity. Tuition  in  the  first  class  was  $50,  and  in  the  latter  $25  per 
session,  all  fees  being  paid  to  the  professors  of  the  department. 

The  full  course  occupied  the  independent  class  two  years,  at  the  end 
of  which  the  degree  of  Bachelor  of  Laws  was  conferred  on  those  stu- 
dents passing  approved  examinations. 

The  plan  of  studies  comprised  Blackstone's  Commentaries,  Cruise's 
Digest  of  Eeal  Property,  Fearne  on  Eemainders,  Iredell  on  Executors, 
Stephen  on  Pleading,  Chitty's  Pleading,  Selwyn's  :Jfisi  Prius,  Smith  on 
Contracts,  Greenleaf  on  Evidence,  and  Adams's  Doctrine  of  Equity, 
together  with  lectures  on  the  common  law,  having  special  reference  to 
the  legislation  and  judicial  decisions  of  E"orth  Carolina.  Moot  courts 
were  held  from  time  to  time,  presided  over  by  one  of  the  professors,  for 
the  discussion  of  legal  questions. 

On  the  transfer  of  the  University  to  President  Pool  and  his  associates 
n  18GS  the  law  school  was  abandoned,  but  on  the  accession  of  Presi- 
lent  Battle,  in  187G,  it  was  re  opened  with  the  Hon.  William  H.  Battie, 
LL.  D.,  as  professor.  In  1881  the  Hon.  John  Manning  became  the  head 
)f  this  department,  which  position  he  has  occupied  continuously  since. 
For  the  past  few  years  the  number  of  students  in  this  department  has 
iveraged  about  twenty-five. 

Besides  the  University  Law  School  there  is  only  one  other  regularly 
jrganized  law  school  in  the  State,  the  Dick  and  DiUard  Law  School, 
^t  Greensborough,  an  excellent  institution. 
17037— No,  2 G 

i 


82  HISTORY    OF    EDUCATION    IN   NORTH   CAROLINA. 

THE  CIVIL  WAE. 

The  War  fell  upon  the  Uaiversity  like  a  thunderbolt.  Prosperity  was 
shattered  and  discordant  elements  introduced  which  were  not  harmo- 
nized until  years  after  the  close  of  that  eventful  struggle.  The  War  and 
the  days  of  reconstruction  are  the  period  of  the  University's  distress  and 
humiliation,  and  they  constitute  the  only  dark  picture  in  its  history. 

After  North  Carolina  passed  the  ordinance  of  secession  and  war  had 
been  declared,  both  students  and  professors  were  eager  for  the  conflict. 
Seven  members  of  the  faculty  and  nearly  all  the  students  joined  the 
army.  They  were  inspired  by  patriotic  motives,  for  they  believed  they 
were  fighting  for  liberty  and  home.  But  in  all  the  excitement  incident 
to  the  struggle  President  Swain  was  calm  and  remained  faithful  to  the 
institution  over  which  he  had  been  called  to  preside.  His  efforts  were 
mainly  directed  to  keep  the  University  open,  and  it  was  his  boast  that 
during  the  four  years  of  war  the  college  bell  never  failed  in  its  daily 
calls,  and  the  institution  was  maintained  in  full  working  order.  In 
doing  this  he  was  fiercely  assailed  by  many  who  urged  that. college 
walls  should  not  prove  a  protection  to  those  whose  fortune  it  was  to  be 
favored  by  wealth  and  influence.  But  conscious  of  his  own  integrity  of 
purpose,  he  did  not  waver  in  the  course  adopted. 

Senator  Vance,  in  the  address  before  .referred  to,  said :  "  Governor 
Swain  appealed  to  the  Confederate  government  more  than  once  to  pre- 
vent the  handful  of  college  boys  left  from  being  drafted.  President 
Davis  himself  seconded  these  efforts  in  the  earlier  years  of  the  War,  de- 
claring that  'the  seed  corn  should  not  be  ground  up.'  But  as  the  exi- 
gencies of  the  country  increased,  this  wisdom  was  lost  sight  of,  the 
collegians  were  again  and  again  called  upon,  till  at  the  time  of  Lee's 
surrender  there  were  but  about  a  dozen  here  still  keeping  up  the  name 
and  forms  of  a  college.  But  even  while  the  village  and  the  University 
were  occupied  by  4,000  Michigan  cavalry,  the  old  bell  was  rung  daily, 
prayers  were  held,  and  the  Uniyersity  was  kept  going." 

A  ROMANCE   OF   THE  WAR. 

Federal  cavalry,  under  General  S.  D.  Atkins,  took  possession  of 
Chapel  Hill,  April  17,  1865.  General  Sherman,  in  consequence  of  a 
visit  from  President  Swain,  as  a  member  of  the  commission  to  surren- 
der  the  city  of  Ealeigh,  had  ordered  that  the  University  should  be  pro- 
tected from  pillage  and  destruction,  which  was  done  very  effectually. 

General  Atkins,  while  visiting  President  Swain  on  official  business, 
accidentally  saw  his  daughter ;  he  afterwards  sought  her  acquaintance, 
addressed  her,  and  was  accepted.  During  the  summer  her  father  vis- 
ited General  Atkins's  home  in  Illinois  and  satisfied  himself  as  to  his 
character  and  social  standing.  Her  father's  permission  having  been,>| 
secured,  Eleanor  Hope  Swain,  against  the  protest  of  friends,  married 
the  Union  General  in  August,  1865.    They  now  reside  in  Freeport,  111. 


UNIVERSITY    OF    NOKTII    CAROLNIA.  S6 

Mrs.  Atkins  is  the  ouly  living  child  of  President  Swain.    No  male  rep- 
resentative of  the  family  snrvives. 

President  Swain  had  never  entertained  extreme  views  in  regard  to 
'  State  rights,"  and  did  not  permit  himself  to  become  embittered  against 
the  North  during  the  War.  Mrs.  C.  P.  Spencer,  a  neighbor  and  familiar 
acquaintance  of  President  Swain,  in  her  Pen  and  Ink  Sketches  of  the 
University,  says :  "  Governor  Swain  believed  this  marriage  was  but  the 
first  of  many  others  like  it  to  take  place  all  over  the  South ;  that  our 
peace  was  to  flow  like  a  river,  and  that  North  and  South  were  coming 
together  at  once  to  be  more  firmly  united  than  ever.  He  was  a  saga- 
cious man  and  accustomed  to  calculate  possibilities  very  closely  and 
accurately,  but  he  did  not  once  dream  of  the  party  issues  that  were  to 
spring  up  and  divide  the  country  even  more  effectually  than  the  War, 
nor  of  the  bitterness  that  was  to  be  engendered  and  revived." 

This  marriage  provoked  much  adverse  criticism  throughout  the  State. 
President  Swain's  course  was  censured  by  many,  some  being  alienated 
from  the  University  on  account  of  it ;  but  now  that  prejudice  has  yielded 
to  reason,  his  wisdom  in  this  matter  is  admitted.  Had  all  been  as  char- 
itable as  he  was,  the  wounds  of  the  War  would  soon  have  been  healed. 

LAST  YEARS  OF   SAVAIN'S  ADMINISTRATION. 

Now  that  the  War  was  over,  it  was  hoped  that  the  University  would 
rise  to  its  former  prosperity.  But  it  seemed  that  President  Swain  had 
lost  his  hold  upon  the  affections  of  the  people  of  the  State,  and  in  con- 
sequence the  institution  suffered.  His  liberal  policj*  had  pleased  neither 
Df  the  then  existing  political  factions.  The  leaders  of  the  Eepublican 
party  looked  upon  him  with  suspicion,  and  regarded  the  University  as 

a  hot-bed  of  treason."    He  had  displeased  many  prominent  and  influ- 

ntial  friends  of  the  institution  by  his  willingness  to  accept  the  results 
Df  the  War  and  banish  all  sectional  strife.  Many  clamored  for  his  re- 
moval. His  resignation  was  tendered'in  1867,  but  was  not  accepted, 
bhe  reason  probably  being  that  the  trustees  were  aware  that  they  were 
soon  to  be  succeeded  by  a  new  board  of  trustees,  and  they  wished  to 
throw  the  responsibility  of  the  reorganization  of  the  University  upon 
them. 
In  1868  the  State  passed  under  the  new  Constitution.    There  was  an 

ntire  change  in  the  State  government.    The  University  was  placed  in 
the  hands  of  a  new  board  of  trustees,  and  one  of  their  first  official  acts 
s'as  to  dismiss  the  president  and  Faculty,  that  they  might  remodel  it  on 
I  partisan  basis. 
President  Swain  did  not  long  survive  this  dark  hour  of  the  Univer- 

ity.     On  August  11,  1868,  while  out  driving  with  a  friend  near  Chapel 
Sill,  he  was  thrown  from  the  buggy  and  painfully  injured.     He  died 

rom  the  effects  of  his  injuries  August  27,  following  the  accident.     He 
vas  buried  in  Oakwood  Cemetery,  near  Ealeigh. 


84  HISTOEY   OF   EDUCATION   IN   NORTH   CAROLINA. 

President  Swain  was  an  earnest  Christian  and  an  honored  member 
of  the  Presbyterian  Church.  Senator  Vance,  m  referring  to  his  Chris- 
tian character,  says:  "  He  was  a  praying  man,  and  was  not  ashamed  to 
be  known  as  such.  He  first  introduced  the  practice  of  opening  the  regu- 
lar meetings  of  the  faculty  with  prayer."  Truly  has  it  been  said  that 
''the  soil  of  our  State  holds  the  dust  oi  no  son  who  loved  her  more  oi^ 
served  her  better." 

RECONSTRUCTION. 

The  first  acts  of  the  board  of  trustees,  which  had  been  appointed 
upon  the  adoption  of  the  Constitution  of  1868,  were  unconstitutional 
and  condemned  by  the  best  citizens  of  the  State.  ; 

They  ordered  the  University  to  be  closed,  declared  all  the  chairi 
vacant,  and  all  the  professorships  abolished.  The  Constitution  of  th( 
State  provides  that  the  University  shall  be  perpetuated  and  maintained 
and  the  charter  of  the  institution  expressly  states  that  the  members  o 
the  Faculty  shall  not  be  dismissed  unless  certain  specified  charges  shal 

be  proved.  ^  i    4. 

The  larger  part  of  the  endowment  was  unwisely  invested  and  lost,  an 

political  bias  was  manifested  in  all  that  was  done. 
Upon  the  re-opening  of  the  University  in  1869,  the  friends  of  the  insti 

tution  were  dissatisfied  to  find  that  the  late  distinguished  president  anc 

his  able  coadjutors  had  been  succeeded  by  new  and  untried  men. 
In  referring  to  President  Swain  and  this  period  of  the  history  of  tb( 

University,  Mr.  Paul  C.  Cameron,  president  of  the  Alumni  Association 

in  an  address  before  that  body  in  1881,  said : 

"  The  shadows  of  a  dark  night  were  falling  round  him  and  his  co 

leagues  and  the  object  of  his  care.    A  special  Providence  seemed  watct 

ful  to  save  these  old  servants  of  our  State  University  from  the  humil 
ation  of  a  painful  exile  from  homes,  labors,  honors,  ofBces,  and  altarf 
Professor  Mitchell  had  fallen  on- rest  in  the  deep  and  dark  chambers  c 
the  Black  Mountain.    Professor  Phillips  had  lain  down  with  his  harues 
on,  upon  the  rostrum  of  the  chapel,  for  his  long  sleep  whilst  the  students' 
were  assembling  for  morning  prayer.    President  Swain,  in  visiting  a 
small  farm  in  preparation  for  the  comfort  of  his  small  family  of  old 
servants,  is  by  an  accident  fatally  injured ;  lingering  a  few  days  his 
useful  life  and  well-rounded  labors  are  closed  in  charity  and  kindness 
to  all,  but  with  anxious  fears  for  the  future  of  an  institution  that  he  had 
loved  so  long  and  served  so  well.    He  knew  that  new  and  unknown 
men  would  soon  be  placed  in  charge.    Pleasant  is  the  memory  of  such 
a  man  to  the  good  people  of  North  Carolina,  and  they  silently  rebuked| 
the  punishment  of  a  man  without  a  crime,  and  a  Faculty  without  a  stain,| 
and  in  fortitude  submitted  to  the  inevitable,  and  passed  their  sons  tc 
the  care  of  the  undisturbed  institutions  of  learning  of  our  sister  State  o^ 
Yirginia." 


UNIVERSITY    OF    NORTH    CAROLINA.  85 

THE  FOURTH  PRESIDENT,  REV.  SOLOMON  POOL,  D.  D. 

Rev.  Solomon  Pool,  D.  D.,  became  president  in  1869.  Doubtless  he 
lia'l  the  interest  of  the  University  at  heart  in  accepting  the  position, 
but  time  has  proved  that  it  was  unfortunate  for  him  and  for  the  institu- 
tion that  he  did  so.  In  becoming  a  member  of  the  Eepublican  party 
at  the  time  he  did  and  under  the  then  existing  circumstances,  he  ren- 
dered himself  unpopular  with  some  of  the  best  and  most  inflaeutial  peo- 
ple in  the  State — the  former  friends  and  supporters  of  the  University. 
The  board  of  trustees,  of  which  Dr.  Pool  was  a  member,  was  regarded 
with  disfavor,  and  the  fact  that  he  was  its  choice  did  not  add  to  his  rep- 
utation. 

AVithout  reputation  for  broad  scholarship  or  administrative  ability, 
without  influential  friends  outside  his  own  party,  without  any  claim 
upon  the  people  of  the  State,  he  accepted  the  presidency  of  one  of  the 
leading  institutions  in  the  Union.  Even  though  his  best  efforts  were  put 
forth  in  its  behalf,  yet  that  his  administration  was  a  comparative  fail- 
ure is  no  surprise.  It  is  due  Dr.  Pool  to  add  that  he  was  the  best  man 
of  his  part}'  in  the  State  for  the  position,  and  at  that  time  it  would  have 
been  almost,  if  not  quite  impossible,  for  any  Republican  to  have  suc- 
ceeded in  the  management  of  the  University. 

During  the  presidency  of  Dr.  Pool  the  attendance  at  any  time  was 
not  more  than  seventy-five,  a  large  proportion  of  the  students  coming 
from  the  immediate  neighborhood  of  the  institution  and  none  from  with- 
out the  State.'  The  faculty  numbered  five;  all  were  Republicans,  and 
two  of  them  were  Northern  men  who  had  previously  been  connected 
with  institutions  for  the  education  of  colored  people.  This,  in  a  measure, 
accounts  for  the  small  attendance.  The  writer  is  glad  to  add  that  the 
day  has  now  come  when  no  man  is  ostracized  in  North  Carolina  on  ac- 
count of  political  convictions,  and  that  some  of  the  most  prominent 
physicians  and  one  of  the  ablest  divines  in  the  State  are  professors  in 
Shaw  University,  an  institution  in  Raleigh  for  the  higher  education  of 
the  negro  in  medicine,  law,  divinity,  and  letters,  and  no  right-thinking 
man  condemns  them  for  their  course. 

After  1870  all  exercises  were  discontinued  until  the  reorganization  in 
1875.  Dr.  Pool  continued  as  nominal  president  in  charge  of  the  Uni- 
versity property  until  the  reopening. 

Dr.  Pool  is  a  member  of  the  Methodist  Episcopal  Church  South.  He 
is  a  native  of  Elizabeth  City,  N.  C.  In  1849,  at  the  age  of  seven- 
teen, he  entered  the  University,  where  he  was  graduated  in  1853.  In 
December,  1853,  he  was  elected  tutor  of  mathematics  in  his  almd  mater, 
'and  in  1860  he  was  promoted  to  the  adjunct  professorship  of  pure 
Imathematics,  which  position  he  held  until  1866,  when  he  accepted  a 

J  Government  position  in  the  revenue  service.  He  was  president  of  the 
University  from  1869  to  1875.  After  his  connection  with  that  institu- 
tion was  severed,  he  was  for  a  short  time  principal  of  a  school  in  Gary, 


86  HISTORY   OF    EDUCATION    IN   NOETH    CAROLINA, 

but  he  now  devotes  all  his  time  to  the  ministry.     He  is  considered  one 
of  the  ablest  and  most  eloquent  divines  in  the  State. 

THE  RE- OPENING. 

In  1875,  the  trustees  being  elected  by  the  General  Assembly,  in  pur- 
suance of  a  Constitutional  amendment  of  that  year,  the  University  was 
re-opened  with  a  corps  of  seven  professors,  the  Eev.  Charles  Phillips, 
D.  D.,  LL.  D.,  professor  of  mathematics,  being  made  chairman  of  the 
Faculty.  ♦ 

Dr.  Phillips  is  a  native  of  Harlem,  !N^.  Y.  His  father,  James  Phillips, 
came  to  this  country  from  England,  and  from  1826  to  his  death  in  1807, 
was  professor  of  mathematics  at  Chapel  Hill.  He  was  graduated  at  the 
University  in  1841,  and  after  studying  a  year  at  Princeton,  became  tutor 
of  mathematics  at  his  alma  mater  in  18445  ^^^  promoted  to  the  pro- 
fessorship of  civil  engineering  in  1853,  and  upon  the  death  of  his  fathers 
was  transferred  to  the  chair  of  mathematics.  After  the  dispersion  of 
the  Faculty  of  the  University,  he  became  professor  of  mathematics  in; 
Davidson  College  in  1869,  where  he  remained  till  his  recall  to  Chapelj 
Hill  in  1875.  In  1879,  owing  to  bad  health  he  gave  up  active  work  audi 
was  made  professor  emeritus  in  his  department.  He  has  written  much 
for  the  religious  and  secular  press,  and  published  a  Manual  of  Trig- 
onometry for  use  at  the  University.  : 

The  requirements  for  admission  were  made  essentially  the  same  as  at? 
the  close  of  the  administration  of  President  Swain.  Three  courses  ofi 
study  were  provided  :  the  classical,  requiring  four  years  for  its  comple- 
tion, and  leading  to  the  degree  of  Bachelor  of  Arts;  the  scientific,  re- 
quiring three  years,  and  leading  to  the  degree  of  Bachelor  of  Science;! 
the  agricultural,  requiring  three  years,  and  leading  to  the  degree  o^ 
Bachelor  of  Agriculture. 

During  the  session  of  1875-76  sixty-nine  students  were  enrolled. 

THE  FIFTH  PRESIDENT,  KEMP  PLUMMER  BATTLE,   LL.  D. 

In  1876  the  Hon.  Kemp  P.  Battle  was  elected  president  of  the  Uni- 
versity and  has  held  the  position  continuously  since.  He  is  a  son  of 
the  late  Judge  William  H.  Battle,  at  onetime  a  member  of  the  Supreme 
Court  of  I^orth  Carolina,  and  author  of  a  digest  of  the  laws  of  the  State. 
President  Battle  was  born  December  19,  1831.  He  was  graduated  at 
the  University  in  1849,  being  valedictorian  of  his  class,  and  for  four 
years  was  tutor  of  mathematics  in  that  institution.  In  1854  he  began 
the  practice  of  law  and  made  rapid  advancement  in  his  profession.  He 
was  a  Whig  delegate  to  the  secession  convention  of  1861,  and  Avas  State 
treasurer  from  1830  to  1868.  At  the  time  of  his  election  to  the  presi 
dency  he  was  a  prominent  lawyer  of  Ealeigh.  H 

At  the  beginning  of  his  administration  the  Faculty  was  increased,  thi 
courses  enlarged,  and  the  standard  of  instruction  raised.    The  coura 


UNIVERSITY   OF   NORTH   CAROLINA.  87 

leading  to  the  degree  of  Bachelor  of  Agriculture  was  done  away  with,  aud 
a  philosophical  course,  differing  from  the  classical  in  that  only  one  an- 
cient language  is  required,  more  attention  being  devoted  to  the  scien- 
tific studies,  leading  to  the  degree  of  Bachelor  of  Philosophy,  was  added. 
All  the  undergraduate  courses  were  made  co-ordinate,  each  requiring 
four  years  for  completion.  Post-graduate  instruction  leading  to  the 
master's  degree  (A.  M.,  Ph.  M.,  and  M.  S.)  and  the  doctor's  degree  (Ph. 
D.)  was  provided.  For  the  master's  degree  the  candidate  must  take 
post-graduate  study  for  one  year  in  three  subjects,  submit  a  suitable 
thesis  and  pass  satisfactory  examinations.  For  the  doctor's  degree, 
two  of  the  subjects  of  the  post-graduate  work  of  the  first  year  must  be 
continued  for  another  session,  the  candidate  then  submitting  a  thesis 
and  passing  examinations. 

The  University  as  now  constituted  embraces  the  following  depart- 
ments :  Tlie  Literary  Department,  the  Scientific  Department,  the  School 
of  Xormal  Instruction,  theCollege  of  Agriculture  and  the  Mechanic  Arts, 
and  the  School  of  Law, 

Under  the  administration  of  President  Battle  its  growth  has  been 
marked.  Since  1876  the  annual  enrolment  of  students  has  averaged 
about  175.    The  academic  staff  now  numbers  17. 

Beginning  with  the  Swain  administration  the  salaries  have  been  as 
follows : 

In  1S3G  the  president  received  $2,000  per  annum  and  residence;  the 
professors  each  $1,240  and  residence.  In  1860  the  president's  salary 
had  been  increased  to  $2,500,  and  the  professors'  to  $1,700.  The  former 
now  (1887)  receives  $2,500  and  the  latter  $2,000  per  year  and  residences. 

PRESENT  REQUIREMENTS  AND  COURSES. 

The  requirements  for  admission  to  the  University  are  as  follows : 

In  iflf/M.— Caesar's  Gallic  War  (5  books),  Virgil's  iEneid  (5  books),  Cicero's  Orations 
(4).  .  Equivalent  amounts  from  otlier  authors  are  accepted.  A  thorough  acquaint- 
ance with  the  forms  of  declension  and  conjugation  and  the  general  principles  of  con- 
struction is  absolutely  essential.  In  GreeA-.— Xenophou's  Anabasis  (3  books),  simple 
exercises  in  translating  English  into  Greek,  Greek  Grammar  (Goodwin  or  Hadley-Allen ), 
a  good  knowledge  of  which  is  required.  In  Mathematics.— Arithmetic,  and  Algebra  to 
quadratic  equations.  In  English. —English  Grammar  (Whitney,  Bain),  Introduction 
to  Rhetoric  and  Composition  (Chittenden  and  D.  J.  Hill,  or  Reed  and  Kellogg),  Out- 
lines of  English  a'nd  American  History  and  Literature  (Freeman,  Oilman). 

Applicants  wishing  to  pursue  the  classical  course  are  examined  in  all 
the  above  studies,  and  in  addition  are  required  to  exhibit  a  general  ac- 
quaintance with  ancient  history,  geography,  and  mythology.  Slight 
I  deficiencies  in  the  amount  of  reading  required  in  Latin  and  Greek  are 
allowed  to  be  made  up  by  private  study  during  the  first  session,  if  the 
rest  of.  the  examination  is  satisfactory.  Those  desiring  to  take  the 
philosophical  course  are  examined  in  Latin  or  Greek,  according  to  se- 
lection made,  mathematics  and  English.    For  the  scientific  course  the 


88  HISTORY    OF    EDUCATION    IN   NORTH    CAROLINA.     • 

applicants  are  examined  in  Mathematics  and  English.  Optional  stu- 
dents are  examined  in  such  of  the  above  as  relate  to  the  studies  they 
select.  For  admission  into  advanced  classes,  applicants  are  examined 
in  the  studies  completed  by  the  classes  they  wish  to  join. 

The  following  undergraduate  courses  of  study  are  provided.  The 
figures  in  parentheses  denote  the  number  of  recitations  or  lectures  per 
week : 

1.  Classical  course,  leading  to  tlie  degree  of  Bachelor  of  Arts  : 

First  year. — First  term  :  Algebra  (4),  Latin  (4),  Greek  (4),  English  (2),  History  (1), 
Hygiene  (six  lectures),  Practical  Morals  (six  lectures).  Second  term :  Geom- 
etry (4),  Latin  (4),  Greek  (4),  English  (2),  History  (1). 

Secondyear. — First  term  :  Trigonometry  (4),  Latin  (4),  Greek  (4),  Chemistry  (3), 
English  (1).  Second  term  :  Analytical  Geometry  (4),  Latin  (4),  Greek  (4), 
Chemistry  (3),  English  (1). 

Third  year. — First  term  :  Physics  (4),  Logic  (2),  English  (1),  Elective  (9),  of 
which  at  least  (3)  must  he  devoted  to  a  modern  or  classic  language.  Second 
term  :  Physics  (4),  Logic  and  Psychology  (2),  English  (1),  Elective  (9),  sub- 
ject to  same  condition  as  in  first  term. 

Fourth  year. — First  term  :  Political  Economy  (3),  English  Literature  (3),  Essays 
and  Orations  (1),  Psychology  and  Moral  Philosophy  (2),  Elective  (6),  subject 
to  samQ  condition  as  in  third  year.  Second  term  :  Constitutional  and  Inter- 
national Law  (3),  English  Literature  (3),  Essays  and  Orations  (1),  Moral 
Philosophy  (2),  Elective  (6),  subject  to  same  condition  as  in  third  year. 

Elective  studies:  History  (3),  French  (3),  German  (3),  Latin  (4),  Greek  (4), 
Anglo-Saxon  (3),  Industrial  Chemistry  (3),  Qualitative  Chemical  Analysis 
(3),  Quantitative  Chemical  Analysis  and  Assaying  (3),  Physiology,  Zoology, 
and  Botany  (3),  Economic  Entomology  (3),  Advanced  Botany  (3),  Surveying 
and  Engineering  (3),  Calculus  (4),  Practical  Horticulture  (2),  Biological 
Laboratory  (2),  Astronomy  (1^),  Theoretical  Mechanics  (H),  Geology  (1^),  ' 
Miueralogy(U),  Metallurgy (1|),  Mental  and  Moral  Philosophy  (2),  Physics  (2). 

2.  Philosophical  course,  leading  to  the  degree  of  Bachelor  of  Philosophy : 

First  year. — First  term  :  Algebra  (4),  Latin  or  Greek  (4),  German  or  French  (3), 
English  (2),  History  (1),  Physiography  (1),  Hygiene  (six  lectures),  Practical 
Morals  (six  lectures).  Second  term:  Geometry  (4),  Latin  or  Greek  (4),  Gei-- 
man  or  French  (3),  English  (2),  History  (1),  Physiography  (1). 

Secondyear. — First  terra  :  Trigonometry  (4),  Latin  or  Greek  (4),  German  or  French 
(3),  Chemistry  (3),  English  (1).  Second  terra:  Analytical  Geometry  (4),  Latin 
or  Greek  (4),  German  or  French  (3),  Chemistry  (3),  English  (1). 

Third  year. — First  term :  Physics  (4),  Physiology  (3),  Logic  (2),  English  (1),  Elect- 
ive (6).  Second  term:  Physics  (4),  Zoology  and  Botany  (3),  Logic  and  Psy- 
chology (2),  English  (1),  Elective  (6). 

Fourth  year. — First  term :  Political  Economy  (3),  English  Literature  (3),  Essays , 
and  Orations  (1),  Astronomy  (3),  Psychology  (2),  Elective  (3).    Second  term : 
Constitutional  and  International  Law  (3),  English  Literature  (3),  Essays  and 
Orations  (1),  Geology  (3),  Moral  Philosophy  (2),  Elective  (3). 

Elective  studies ;  Studies  to  fill  out  the  hours  marked  Elective  in  the  above  course 
may  be  chosen  from  either  or  both  of  the  lists  of  Elective  Studies  given  under 
the  Classical  Course  and  Scientific  Course. 

3.  Scieniific  course,  leading  to  the  degree  of  Bachelor  of  Science : 

First  year. — First  term:  Algebra  (4),  German  or  French  (3),  or  Latin  (4),  English 
(2),  History  (1),  Entomology  (1),  Physiography  (1),  Physiology  (3),  Hy- 
giene (six  lectures),  Practical  Morals  (sis  lectures).  Second  term  :  Geom- 
etry (4),  German  or  French  (3),  or  Latin  (4),  English  (2),  History  (1),  Euto* 
mology  (1),  Physiography  (1),  Zoology  and  Botany  (3). 


UNIVERSITY    OF    NORTH    CAROLINA.  89 

3.  Scicniific  course — Continueil. 

Second  year. — First  term  :  Trigonometry  (4),  Geruiau  or  Freucli  (:}),  or  Latiu  (4), 
English  (1),  Chemistry  (3),  Qualitative  Chemical  Analysis  (3),  Biological 
Laboratory  (2).  Second  term  :  Analytical  Geometry  (4),  German  or  French 
(3),  or  Latin  (4),  English  (1),  Chemistry  (3),  Qualitative  Chemical  Analy- 
sis (3),  Biological  Laboratory  (2). 

Third  year. — First  term:  Physics  (4),  Mineralogy  (3),  English  (1),  Elective  (8). 
Second  term:  Physics   (4),  Geology  (3),  English  (1),  Elective  (8). 

Fourth  year. — First  term:  Astronomy  (  3),  Elective  (12),  (of  which  (G)  must  be 
devoted  to  Science).  Second  term  :  Elective  (15),  (of  which  (f!)  must  be 
devoted  to  Science). 

Elective  studies :  Advanced  Botany  (3),  Quantitative  Chemical  Analysis  and 
Assaj'ing  (3),  Surveying  and  Drafting  (3),  Calculus  (4),  Anatomy  and  Phy- 
siology of  Domestic  Animals  (3),  History  (3),  Psychology  and  Moral  Philoso- 
phy (2),  English  Literature  (3),  Political  Economy,  Constitutional  and  In- 
ternational Law  (3),  French  or  German  {3),  Economic  Entomology  (2),  Prac- 
tical Horticulture  (2),  Agricultural  Chemistry  (1^),  Metallurgy  (li).  Me- 
chanics (1^),  Pratical  Geology  (3),  Essays  and  Orations  (1),  Physics  (2),  Logic 
and  Psychology  (2),  Industrial  Chemistry  (3). 

In  the  College  of  Agriculture  and  the  Mechanic  Arts  the  followiDg 
courses  are  given : 

1.  Ayriculture,  leading  to  the  degree  of  Bachelor  of  Science,  with  a  certificate  of  pro- 

ficiency in  Agriculture  : 
First  and  second  years. — The  same  studies  are  required  as  in  the  corresponding 

years  of  the  Scientific  Course. 
Third  year. — First   term  :  Mechanics  (4),  Mineralogy  (3),  Industrial  Chemistry 

(3),  Agricultural  Botany  (3),  Entomology  (2).     Second  term  :  Physics  (4), 

Geology  (3),  Industrial  Chemistry  (3),  Agricultural  Botany  (3),  Entomology 

Fourth  year. — First  term  :  Land  Surveying  (3),  Astronomy  (3),  uomestic  Animals 
(3),  Horticulture  (2),  Elective  (4).  Second  term:  Agricultural  Chemistry 
(3),  Horticulture  (2),  Elective  (10). 

In  addition  to  the  above  a  two  years'  course  has  been  arranged  for 
those  who  wish  to  give  special  attention  to  agriculture  and  who  can  not 
remain  four  years.  This  course  leads  to  no  degree.  The  studies  are  as 
follows: 

First  year. — First  term  :  Algebra  (4),  Physiology  (3),  Chemistry  (3),  Qualitative 
Laboratory  Practice  (3),  English  (2),  Entomology  (1),  Hygiene  (six  lectures). 
Second  term  :  Geometry  (4),  Zoology  and  Botany  (3),  Chemistry  (3),  Quali- 
tative Laboratory  Practice  (3),  English  (2),  Entomology  (1). 

Second  year. — First  term:  Mechanics  (4),  Agricultural  Botany  (3),  Anatomy  and 
Physiology  of  Domestic  Animals  (3),  Injurious  and  Beneficial  Insects  (2), 
Principles  of  Horticulture  (2),  Business  Law  (1).  Second  term  :  Agricultural 
Chemistry  (3),  Geology  (3),  Agricultural  Botany  (3),  Feeding  and  Breeding 
of  Domestic  Animab  (3),  Injurious  and  Beneficial  Insects  (2),  Practical  Hor- 
ticulture (2). 

2.  Civil  Engineering  and  Mining,  leading  to  the  degree  of  Bachelor  of  Science,  with  a 

certificate  in  Civil  Engineering  and  Mining  : 

First  and  second  years. — The  same  studies  are  required  as  in  the  corresponding 
years  of  the  Scientific  Course. 

T/iirrfi/ear.— First  term:  Physics  (4),  Mineralogy  (3),  Calculus  (4),  Surveying 
and  Drafting  (3).  Second  term  :  Physics  (4),  Geology  (3),  Calculus  (4),  Sur- 
veying and  Drafting  (3). 


90  HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 

2.   Civil  Engineering  and  Mining — Coutinuetl. 

Fourtli  year.— Fivsi  i&vm:  Engineering  (3),  Mining  and  Assaying  (3),  Quantital 
tive  Chemical  Analysis  (3),  Practical  Geology  (3),  Astronomy  (3).  Second) 
term  :  Engineering  (3),  Metallurgy  (3)-,  Quantitative  Chemical  Analysis  (3), 
Theoretical  Mechanics  (3),  Elective  (3). 

The  Normal  Department  has  been  established  in  accoitlance  with  the 
State  Constitution,  and  by  a  recent  act  of  the  General  Assembly  young 
men  preparing  to  teach  are  given  free  kiition  on  the  condition  that 
they  pledge  themselves  to  teach  at  least  one  year  after  leaving  the, 
University.  The  special  object  of  this  department  is  to  prepare  teach- 
ers for  the  public  schools. 

A  two  years'  Normal  Course  is  provided: 

First  year. — First  term  :  English  (2),  Algebra  (3),  Physiology  (3),  History  of  Nortl 
Carolina  (2),   Commercial  Arithmetic  (1),  Reviews  and  Methods  of  Teaching  (5)/| 
Second  term:  English  (2),  Algebra  (3),  Zoology  and  Botany  (3),  History  of  United; 
States  (2),  Book-keeping  (.1),  School  Economy  (4). 

Second  year. — First  term:  English  (1),  Algebra  (4),  Physical  Geography  (1),  El- 
ocution (2),  Chemistry  (3),  or  Physics  or  Latin  (4),  Graded  Schools  (3),  Seminary  (1). 
Second  term:  English  (1),  Physical  Geography  (1),  Geometry  (4),  Chemistry  (3)J 
or  Physics  or  Latin  (4),  Methods  of  Culture  (2),  History  of  Education  (3),  Sem- 
inary (1). 

This  course  leads  to  no  degree,  but  upon  passing  approved  examina- 
tions in  the  studies  above  enumerated,  a  certificate  of  proficiency  is 
awarded. 

In  the  School  of  Law  the  plan  of  studies  comprises  (A)  the  course 
prescribed  by  the  Supreme  Court  of  North  Carolina,  and  (B)  an  addi- 
tional course  for  those  desiring  to  compete  for  the  degree  of  Bachelor 
of  Science.    The  following  works  are  used  as  text-books : 

(A)  Blackstone's  Commentaries,  Washburn  on  Real  Property,  Schouler  on  Execu- 
tors, Stephen  on  Pleading,  Chitty's  Pleading,  Adams'  Doctrine  of  Equity,  Ist  Green- 
leaf  on  Evidence,  Smith  on  Contracts,  Addison  or  Bigelow  on  Torts,  Constitution  of 
the  United  States  and  of  North  Carolina,  Code  of  North  Carolina,  particularly  the 
Code  of  Civil  Procedure.  (B)  Parsons  on  Contracts,  Pierce  on  American  Railroad 
Law,  Angell  &Ames  on  Corporations,  Willard's  Equity  Jurisprudence,  Cooley's  Con- 
stitutional Limitations,  Wharton's  Criminal  Law,  and  Best's  Principles  of  Evidence. 

In  addition  to  the  above,  post-graduate  courses  are  provided,  open  to 
students  of  any  institution  who  have  taken  their  baccalaureate  degree, 
free  of  tuition.  Applicants  for  a  Master's  degree  must  have  completed 
the  course  leading  to  the  corresponding  Bachelor's  degree.  In  all  cases 
the  instructors  must  be  satisfied  that  the  student  is  prepared  to  follow 
the  course  selected. 

1.  Classical  Course,  leading  to  the  degree  of  Master  of  Arts:  Three  studies,  pursued 
for  one  year,  to  be  selected  from  the  following  groups,  subject  to  the  condi- 
tion that  one  study  must,  and  two  may,  be  selected  from  group  1,  but  not 
more  than  one  from  any  other  group : 

1.  Latin,  Greek. 

2.  German,  French,  English. 

3.  Political  Science,  Mental  and  Moral  Science,  History. 

4.  Chemistry,  Geology,  Metallurgy,  Natural  History. 

5.  Mathematics,  Natural  Philosophy. 


UNIVERSITY    OF    NORTH    CAROLINA.  91 

2.  Philosopliical  Course,  loadiurrto  the.  dogreo  of  Master  of  Philosophy  :  Tlireo  sludies, 
pursued  for  one  yeur,  to  be  selected  from  the.  followiug  groups,  subject  to  the 
same  couditiou  as  in  Classical  Course. 

1.  Latin,  Greek,  German,  French,  Englisli, 

2.  Political  Science,  Mental  and  Moral  Science,  History. 

3.  Chemistry,  Geology,  Metallurgy,  Natural  History. 

4.  'Mathematics,  Natural  Philosophy. 

:?.  Scientific  Course,  leading  to  the  degree  of  Master  of  Science:  Three  studies,  pur- 
sued for  one  year,  to  be  selected  from  the  following  groups,  subject  to  the 
same  condition  as  in  Classical  Course. 

1.  Chemistry,  Geology,   Metallurgy,   Natural   History,   Mathematics, 

Natural  Philosophy. 

2.  Latin,  Greelc,  German,  French,  English. 

o.  Political  Science,  Mental  and  Moral  Science,  HistorJ^ 
4.  Tlic  course  leading  to  the  degree  of  Doctor  of  Philosophy,  requiring  two  years :  For 
the  first  year  the  candidate  may  select  any  one  of  the  courses  ofterod  for  a 
Master's  degree  (A.  M.,  Pii.  M.,  M.  S.).     The  second  year  is  devoted  to  a  more 
extensive  study  of  two  of  the  subjects  pursued  in  the  first  year. 

EQUIPMENT   FOR  TEACHING. 

The  Faculty  includes  seventeen  teachers :  there  are  eighteen  lecture  and 
recitation  rooms;  six  htboratoriesand  museums  for  daily  scientific  work; 
a  hirge  general  museum;  a  select  library  of  25,000  volumes;  a  reading- 
room,  ^yhich  is  provided  with  about  100  leading  periodicals,  and  a  fine 
snpplj'  of  maps  and  illustrative  apparatus.  The  library  building  is  ad- 
mirably fitted  up,  and  will  compare  favorably  with  that  of  any  univer- 
sity of  this  country.  It  is  in  charge  of  a  regular  librarian,  and  the  books 
are  well  catalogued  and  arranged. 

SCHOLARSHIP   AND   LOAN  FUNDS. 

The  B.  F.  Moore  Scholarships. — This  fund,  now  amounting  to  $6,000 
in  North  Carolina  4  per  cent,  bonds,  was  established  in  1878.  The  in- 
terest is  devoted  to  the  payment  of  the  tuition  of  those  students  to  whom 
the  Moore  scholarehips  may  be  awarded. 

The  Deems  Fund. — This  fund  was  instituted  in  1878,  by  the  Rev.  C.  F. 
Deems,  D.  D.,  pastor  of  the  Church  of  the  Strangers,  New  York,  as  a 
memorial  of  his  son,  Lieutenant  Theodore  Disosway  Deems,  who  was 
born  at  Chai)el  Ilill  while  his  father  was  in  the  Faculty  of  the  University. 
In  1881  it  was  gteatly  enlarged  through  the  munificence  of  Mr.  William 
H.  Vanderbilt. 

The  object  of  this  fund  is  to  assist  needy  students  by  loans.  The  loans 
are  made  at  G  per  cent,  interest,  and  for  a  sufficient  length  of  time  to 
make  the  payment  easy.     The  fund  now  amounts  to  $13,000. 

The  Francis  Jones  Smith  Fund. — The  late  Miss  Mary  Kuffin  Smith,  of 
Orange  County,  left  a  valuable  tract  of  1,440  acres  of  land  in  Chatham 
County,  known  as  the  Jones  Grove  Tract,  the  income  of  which,  or  of 
the  proceeds  if  sold,  is  used  for  the  education  of  such  students  as  the 
Faculty  may  designate. 


92  HISTORY    OF   EDUCATION   IN   NORTH    CAROLINA. 

It  is  estimated  that  this  land,  at  present  prices,  would  sell  for  at  least 
$13,000,  but  as  real  estate  in  this  part  of  North  Carolina  is  rapidly  in- 
creasing in  value,  it  is  expected  that  more  than  that  amount  will  ulti- 
mately be  realized  for  it. 

PHESENT  SYSTEM  OF  GOVERNMENT.  • 

The  University  is,  by  the  State  Constitution,  intrusted  to  the  General 
Assembly.  "Its  government  is  under  the  control  of  a  board  of  eighty  • 
trustees,  elected  by  joint  vote  of  the  General  Assembly.  Of  these  one-  i 
fourth  go  out  of  office  and  their  places  are  filled  every  two  years.  Al-  J 
though  not  so  required  by  law,  in  practice  they  are  distributed  among  i 
Congressional  districts.  The  board  meets  regularly  twice  a  year — in 
the  winter  at  Ealeigh,  on  a  day  selected  by  the  chairman,  and  in  the  I 
summer  at  Chapel  Hill,  during  Commencement  week.  The  former  is  | 
called  the  annual  meeting.  The  Governor  is  ex-officio  chairman  of  the  | 
board.  Ten  constitute  a  quorum.  During  the  recess  of  the  board  an-  j 
executive  committee  of  seven  trustees,  elected  at  the  annual  meeting,  | 
exercises  all  the  powers  of  the  board  of  trustees,  except  those  specially  ' 
reserved."    (University  Catalogue,  1886-87,  p.  9.) 

LITERARY  SOCIETIES. 

A  prominent  feature  of  Southern  colleges  is  their  literary  societies. 
The  exercises  consist  of  debate,  declamation,  and  composition.  Social, 
economic,  political,  and  historical  questions  are  discussed.  Parliament- 
ary order  is  strictly  enforced,  and  thus  the  young  collegian  beconies 
familiar  with  the  management  of  deliberative  bodies.  In  the  distribu- 
tion of  honors  and  offices,  "society  politics,"  as  it  is  termed,  comes  intfe 
play.  Parties  are  organized,  and  their  management  is,  in  many  respects, 
not  unlike  that  of  the  political  parties  with  which  the  students  are  likely 
to  become  connected  after  leaving  college.  It  is  often  the  case  that  the 
student  finds  his  society  the  strongest  tie  to  the  institution,  and  many 
think  the  training  there  received  for  practical  life  equal  to  that  given 
in  the  lecture-room. 

The  literary  societies  of  the  University  of  Korth  Carolina,  the  Dia- 
lectic and  the  Philanthropic,  are  noted  throughout  the  South.  Their 
members  have  filled  the  highest  positions  of  trust  and  honor  that  the 
State  and  nation  can  confer.  The  writer  is  indebted  to  Stephen  B. 
Weeks,  A.  M.,  instructor  in  English  at  the  University,  for  the  following 
information  concerning  them. 

The  Dialectic  ISociety  was  founded  June  3, 1795,  and  from  that  time  to 
the  present  has  had  about  2,700  members,  some  1,100  having  been  giad- 
uated  by  the  University. 

The  society  color  is  blue,  and  its  motto  is  "  Love  of  Virtue  and  Sci- 
ence." The  hall  is  handsomely  furnished.  Portraits  in  oil  of  the  fol- ! 
lowing  distinguished  members  adorn  the  walls :  James  K.  Polk,  Wil-  i 


UNIVERSITY    OP    NORTH    CAROLINA.  93 

liatn  A.  Grabain,  David  L.  Swaiu,  Thomas  Riiffin,  Abram  Eencher,  J. 
Motley  Morehead,  Charles  Maiily,  Willie  P.  Maiignni,  Thomas  L.  Cliug- 
mau,  Dimcau  Cameron,  James  Mebaue,  and  Paul  C.  Cameron.  There 
are  also  portraits  of  William  Eichardsou  Davie,  Governor  and  minister 
to  France,  who,  as  grand  master  of  the  Masonic  fraternity  in  North 
Carolina  in  1793,  laid  the  corner-stone  of  the  first  University  building ; 
George  Edmund  P>adger,  United  States  Senator  and  Secretary  of  the 
Navy,  and  other  noted  North  Carolinians,  who  were  honorary  members 
of  this  society. 

The  PhUanthropic  Society  was  founded  August  1, 1795,  under  the  name 
of  "Concord  Society."  It  received  its  present  name  August  29,  179G. 
Of  its  2,141  members  818  were  graduated  at  the  University. 

The  society  color  is  white,  and  its  motto  is  "  Virtue,  Liberty,  and 
Science."  Its  hall  is  furnished  similarly  to  that  of  the  Dialectic.  The 
hall  coirtainsoil  portraits  of  the  following  members:  William  E.  King, 
John  Branch,  John  Y.  Mason,  Francis  Lister  Hawks,  William  Miller, 
James  C.  Dobbin,  John  Heritage  Bryan,  Bartholomew  Figures  Moore, 
Thomas  C.  Manning,  James  Grant,  E.  E.  Bridges,  Bryan  Grimes,  Wil- 
liam L.  Saunders,  Jacob  Tliompsou,  Joseph  John  Daniel,  J.  Johnston 
Pettigrew,  and  Eichard  Spaight  Donnell.  In  addition  to  the  above 
there  are  portraits  of  the  following  honorary  members :  Joseph  Cald- 
well, Elisha  Mitchell,  and  William  Gaston,  at  one  time  associate  justice 
of  the  supreme  court  of  North  Carolina,  the  first  Eomau  Catholic  to 
hold  office  in  the  State. 

As  a  rule  the  students  from  the  western  i)art  of  the  State  join  the 
Dialectic  Society,  and  those  from  the  eastern  section'the  Philanthropic 
Society.    Members  of  the  two  societies  room  in  different  buildings. 

The  North  Carolina  University  Magazine  is  published  under  the  au- 
spices of  these  societies. 

GREEK  LETTER  FRATERNITIES. 

Greek  letter  fraternities  have  existed  at  the  Universitj'  since  1850. 
Before  the  War  they  were  known  to  exist  and  were  recognized  by  the 
Faculty.  When  the  University  was  reorganized  in  1875  nothing  was 
said  of  them,  but  in  January',  1885,  they  were  formally  recognized  by 
the  trustees. 

The  following  list  includes  all  the  fraternities  that  have  existed  or  now 
exist  at  the  University : 

//ZE,  B chapter,  1850-18G1.     Re-orgauizedl887. 
$rj,  E  chapter,  1851-1861.    Not  re-organized. 
^^&,  /i  chapter,  1852-1861.     Re-organized  1885. 
^W,  !-,  chapter,  1854-1863.     Not  re-organized, 
z/ff,  AT  chai»ter,  18.55-1861.     Not  re-orgauized. 
XI?'",  ^  chapter,  1^55-1861.     Not  re-organized. 
<P7v3,  A  chapter,  1^56-1861.     Re-organized  1877. 
2AE,  H  chapter,  1857-1862.     Re-organized  1885. 
OJX,  M  chapter,  1857-1862.    Not  re-organized, 


94  HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 

ZW,  r  chapter,  1858-1868,     Reorganized  1885. 
X^,  A  chapter,  1858-1867.     Not  reorganized. 
ATD,,  A/1  chapter.     Organized  18/9. 
KA  (Southern  order),  T"  chapter.     Organized  1881. 
^0A.     Organized  1885. 

The  Phi  Kappa  Sigma  owns  a  fraternity  hall,  erected  in  the  sprin^'  of 
1887.  This  is  the  only  hall  built  and  owned  by  a  Greek  letter  frater- 
nity in  the  State. 

About  one-half  of  the  students  are  fraternity  men. 

INFLUENCE  OF  THE  UNIVBRSITr  UPON  THE  SOUTH. 

Before  the  late  War  the  University  was  eminent  among  the  colleges 
of  the  Union.  In  the  South  it  occui)ied  a  commanding  position;  in 
numbers  it  ranked  among  the  first,  and  in  inlluence  and  reputation  it 
was  only  equalled  by  the  University  of  Virginia. 

The  growth  of  the  institiitiou  is  remarkable  when  we  take  into  con- 
sideration the  difficulties  with  which  it  struggled  in  its  infancy.  When 
Dr.  Caldwell  became  i)resident  in  1804,  there  were  but  60  students. 
From  this  time  till  his  death  in  1835  the  average  attendance  per  ses- 
sion was  about  100,  and  the  average  number  of  graduates  IG. 

The  highest  number  put  down  in  any/innual  catalogue  during  his 
administration  was  173,  but  as  the  catalogue  was  always  issued  early 
in  the  session  the  full  number  for  the  year  is  not  given. 

Among  those  who  studied  at  the  University  before  1835,  the  following 
became  prominent: 

William  R.  King,  who  was  in  public  life,  from  1810-57,  as  member  of  Congress,  Sec- 
retary of  Legation  at  St.  Petersburg,  United  States  Senator,  being  twice  elected 
president  pro  tempore  of  the  Senate,  Minister  to  France,  and  Vice-President  of  the 
United  States ;  Thomas  H.  Benton,  United  States  Senator  from  Missouri,  author  of 
"Thirty  Years'  View,"  etc  ;  John  Branch,  Governor  of  North  Carolina,  United  States 
Senator,  Secretary  of  the  Navy,  Governor  of  Florida  Territory;  John  Henry  Eaton, 
United  States  Senator  from  Tennessee,  Secretary  of  War,  Governor  of  Florida  Terri- 
tory, Minister  to  Spain,  and  author  of  "  Life  of  Jackson ;  "  John  Witherspoon, 
president  of  Miami  College,  Ohio;  Romulus  M.  Saunders,  judge,  and  Minister  to 
Spain;  Hutchins  G.  Burton,  Governor  of  North  Carolina;  A.  D.  Murphey,  judge, 
and  "Father  of  the  Public  Schools  of  North  Carolina;"  Rev.  William  Hooper, 
professor  of  languages  in  the  Universities  of  North  Carolina  and  South  Carolina,  and 
president  of  Wake  Forest  College ;  Willie  P.  Mangum,  judge,  and  United  States 
Senator  fromNorth  Carolina  ;  Bedford  Brown,  United  States  Senator  from  North  Caro- 
lina; Charles  Manly,  Governor  of^North  Carolina;  John  G.  A.  Williamson,  Chargd 
d' Affaires  to  Venezuela;  John  M.  Morehead,  Governor  of  North  Carolina;  William 
D.  Mosely,  Governor  of  Florida;  Alfred  M.  Slade,  Consul  to  Buenos  Ayres  ;  William 
H.  Haywood,  United  States  Senator  from  North  Carolina ;  Rev.  Thomas  B.  Slade, 
president  of  Columbus  (Georgia)  Female  Institute  ;  Rev.  Robert  H.  Morrison,  presi- 
dent of  Davidson  College;  William  H.  Battle,  supreme  court  judge,  North  Caro- 
lina; Rev.  Francis  Lister  Hawks,  professor  of  divinity  in  Trinity  College,  Con- 
necticut, vice-president  of  American  Ethnological  Society,  1855-59,  president  of 
American  Geographical  and  Statistical  Society,  1855-56,  and  author  of  History 
of  North  Carolina,  Egypt  and  its  Monuments,  History  of  the  Episcopal  Church  in 
America,  etc.  ;   Richmond  M.  Pearson,  chief-justice  supreme  court,  North  Carolina; 


UNIVERSITY    OF    NORTH    CAROLINA.  95 

William  A.  Graham,  Governor  of  North  Carolina,  United  States  Senator,  Secretary  of 
he  Navy,  and  Confederate  States  Senator;  Rt.  Rev.  Leonidas  Polk,  bishop  of  Arkansas 
nd  Louisiana;  Daniel  M.  Barringer,  Minister  to  Spain;  Joseph  J.  Daniel,  supremo 
onrt  jndge,  North  Carolina  William  Miller,  Governor  of  North  Carolina,  and  Chargd 
I'Art'aires  to  Guatemala ;  John  Heritage  Bryan,  member  of  Congress  from  North  Caro- 
ina;  Richard  Dobbs  Sjiaight,  member  of  Congress,  and  Governor  of  North  Carolina; 
Cdward  Jones  Mallett,  Consnl-General  to  Italy ;  Thomas  N.  Mann,  Chargd  d'Affaires 
o  Guatemala;  Thomas  J.Green,  brigadier-general  in  Texan  army,  and  member  of 
Texan  Cimgress;  John  Bragg,  judge,  and  member  of  Congress  from  North  Carolina  ; 
Thomas  Bragg,  Governor  of  North  Carolina.  United  States  Senator,  and  Attorney- 
Jeneral  of  the  Coufedex\ate  States  ;  Warren  Wiuslow,  Special  Commissioner  to  Spain 
n  regard  to  "Black  Warrior"  afl'air,  and  member  of  Congress  from  North  Carolina; 
lohu  Owen,  Governor  of  North  Carolina,  and  president  of  the  Whig  convention  of 
le4ti;  Rev.  William  M.  Green,  Protestant  Episcopal  bishop  of  Mississippi;  Rev. 
rhouias  F.  Davis,  Protestant  Episcopal  bishop  of  South  Carolina;  Abram  Rencher, 
Z^hargo  d'Affaires  to  Portugal,  Governor  of  New  Mexico,  and  member  of  Congress; 
Uathias  E.  Manly,  superior  and  supremo  court  judge.  North  Carolina;  Thomas  L. 
Dlinginan,  United  States  Senator,  and  brigadier-general,  C.  S.  A. ;  William  W. 
Avery,  Confederate  Slates  Senator  from  North  Carolina;  Cicero  Stephens  Hawks, 
Protestant  Episcopal  bishop  of  the  diocese  of  Missouri ;  Jacob  Thompson,  member 
of  Congress  from  Mississippi,  and  Secretary  of  the  Interior  ;  James  C.  Dobbin,  mem- 
ber of  Congress  from  North  Carolina,  and  Secretary  of  the  Navy  ;  John  L.  Gay,  pro- 
fessor in  University  of  Indiana  ;  James  Grant,  jndge,  Iowa ;  Rev.  Solomon  Lea,  profes- 
sor in  Randolph-Macon  College,  and  president  of  Greensborongh  Female  College; 
William  Blount  Rodman,  supreme  court  judge,  North  Carolina;  Robert  Ballard  Gill- 
iam, judge,  and  member  of  Congress  from  North  Carolina.  All  of  the  above  were 
natives  of  North  Carolina.  In  addition  to  these  should  be  mentioned  the  follow- 
ing, who  entered  the  University  from  other  States  during  this  period:  James  Knox 
Polk,  of  Tennessee,  Governor  of  Tennessee,  member  of  Congress,  and  President  of 
the  United  States ;  Aaron  V.  Brown,  of  Virginia,  Governor  of  Tennessee,  member  of 
Congress,  and  Postmaster-General ;  Judge  Thomas  J.  Hay  wood,  of  Tennessee  ;  John 
Young  Mason,  of  Virginia,  judge,  member  of  Congress,  Secretary  of  the  Navy,  Attor- 
ney-Geheral  of  the  United  States,  Minister  to  France;  George  C.  Dromgoole,  of  Vir- 
ginia, member  of  Congress;  Walker  Anderson,  of  Virginia,  professor  in  the  Univer- 
sity of  North  Carolina,  and  chief-justice  supreme  court  of  Florida ;  James  Hervey 
Otey,  of  Virginia,  Protestant  Episcopal  bishop  of  the  diocese  of  Tennessee;  Alex- 
lander  D.  Sims,  of  Virginia,  member  of  Congress  from  South  Carolina  ;  Edward  Drom- 
goole Sims,  of  Virginia,  professor  in  Randolph-Macon  College  and  University  of  Ala- 
bama ;  Thomas  Samuel  Ashe,  of  Alabama,  Confederate  States  Senator,  member  of 
Congress,  supreme  court  judge  of  North  Carolina ;  John  M.  Ashurst,  of  Georgia,  solici- 
tor-general of  Georgia;  David  V.  Lewis,  of  Georgia,  president  Georgia  Agricultural 
and  Mechanical  College  ;  Jndge  Nathaniel  W.  Williams,  of  Tennessee  ;  John  A.  Cam- 
eron, of  Virginia,  judge  in  Florida;  Judge  Henry  Y.  W^ebb,  of  Alabama;  Thomas  J. 
iLacy,  of  Kentucky,  supreme  court  judge,  Arkansas;  Jndge  William  M.  Inge,  of  Ten- 
nessee ;  Erasmus  D.  North,  of  Connecticut,  professor  at  Yale;  Alfred  O.P.Nicholson, 
of  Tennessee,  United  States  Senator  from  Tennessee ;  Oliver  N.  Treadwell,  of  Con- 
necticut, president  of  Rockville  Academy,  Maryland  ;  Archibald  M.  Debow,  of  Louisi- 
ana, author  of  "  Industrial  Resources  of  the  South  and  West." 

Besides  the  above  many  could  be  mentioned  who  became  distinguislied 
in  their  respective  States,  but  these  will  suffice  to  demonstrate  that  the 
instruction  received  at  the  University  was  of  a  high  order,  and  political 
in  its  tendencies. 

During  the  thirty-three  years  of  President  Swain's  administration 
(1835-1 8G8),  including  the  four  years  of  the  War,  the  average  number  of 


96  HISTORY    OF   EDUCATION   IN    NORTH    CAROLINA. 

students  enrolled  per  session  was  207  ;  the  average  number  of  graduates 
for  the  same  time  being  37  per  session.  The  most  prosperous  years, 
were  from  1850  to  1860,  inclusive,  the  average  annual  attendance  being; 
about  351,  a  large  proportion  of  the  students  coming  from  without  the 
State.  The  number  of  students  in  1858  was  456,  being  the  largest  at- 
tendance ever  enrolled  at  any  one  time  in  the  history  of  the  institu- 
tion. 

President  Swain,  in  a  circular  letter  of  September  4,  1860,  addressed 
to  the  patrons  of  the  IJniversity  said :  "  Half  the  States  of  the  Union; 
are  represented  in  our  catalogue.  We  have  students  from  about  thirty 
colleges  in  various  parts  of  the  country,  from  Vermont  to  Texas,  and 
are  thus  enabled  to  compare  ourselves  with  other  institutions.  Thej 
comparison  gives  us  much  reason  to  be  satisfied  with  the  condition  of 
things  among  us,  and  we  may  add,  that  at  no  previous  period  has  our 
corps  of  instructors  been  more  efficient,  or  the  morals  and  scholarship, 
of  our  students  more  encouraging."  During  this  period  many  studied' 
at  the  University  who  afterwards  became  distinguished.  In  the  list  of 
names  the  following  are  prominent: 

Frederick  Divoux  Lente,  M.  D.,  professor  iu  the  University  of  New  York,  founder  aud 
president  of  the  American  Academy  of  Medicine ;  John  W.  Moore,  historian  and  novel- 
ist; Zehulon  B.  Vance,  Governor  of  North  Carolina,  and  United  States  Senator;  Matt. 
W.  Ransom,  United  States  Senator;  Samuel  Hall,  chief-justice  of  Georgia;  Wash- 
ington C.  Kerr,  State  geologist,  North  Carolina  ;  Thomas  Settle,  supreme  court  judge, 
North  Carolina,  United  States  Minister  to  Peru,  president  National  Repuhlican  Con- 
vention in  1872,  and  judge  United  States  district  court  in  Florida;  Francis  Preston 
Blair,  member  of  Congress,  major-general  United  States  Army,  and  United  States 
Senator ;  William  S.  Bryan,  supreme  court  judge,  Maryland  ;  Thomas  Courtland  Man- 
ning, chief-justice  supreme  court  of  Louisiana  and  Minister  to  Mexico;  General  James 
Johnston  Pettigrew,  Secretary  of  Legation  iu  Spain  ;  William  L.  Saunders,  secretary  j 
of  State  for  North  Carolina,  author,  and  editor  of  North  Carolina  Colonial  Records  ;  j 
George  Davis,  attorney-general  of  Confederate  States ;  Samuel  F.  Phillips,  United 
States  Solicitor-General ;  A.  M.  Scales,  Governor  of  North  Carolina;  Peter  M.  Hale 
and  Theo.  B.  Kingsbury,  journalists. 

The  writer  has  found  it  im  possible  to  secure  a  complete  list  of  the 
students  of  the  University  before  the  War.  The  Philanthropic  Society 
of  the  University  has  recently  issued  a  "Register  of  Members"  from 
1795  to  1887,  edited  by  Mr.  Stephen  B.  Weeks.  The  Dialectic  Society 
has  not  issued  a  register  since  1852.^  The  University  has  never  issued 
a  comjilete  list  of  its  students.  But  from  the  two  society  registers 
above  mentioned  it  appears  that  of  those  who  studied  at  the  University 
before  18C0,  one  became  President  of  the  United  States ;  one  Vice- 
President  of  the  United  States;  ten  Cabinet  ofl&cers ;  twelve  ministers  i 
and  charg6  d'affaires;  fourteen  United  States  Senators;  thirty-five 
members  of  Congress ;  fifteen  Governors  of  States;  fifty-five  judges ; 
three  presidents  of  colleges  outside  of  North  Carolina,  and  twelve  prom-  i 
inent  professors  in  colleges  not  in  North  Carolina.    Of  course  this  list 

1  Since  the  above  vras  in  type  the  writer  has  learned  that  the  Dialectic  Society 
issued  a  catalogue  of  its  members  in  June,  1886, 


tlNIVER^lTV   OF   NORTH   CAROLINA. 


97 


could  be  greatly  increased  if  the  writer  bad  a  complete  and  well-edited 
register  of  the  Dialectic  Society. 

The  War  fell  upon  the  University  like  an  untimely  frost.  It  suffered 
during  the  days  of  reconstruction,  and  tinally  at  the  close  of  the  Pool 
administration  (1SG9  to  1870  inclusive)  its  glory  appeared  to  have  de- 
parted and  its  usefulness  seemed  at  an  end. 

With  the  re-opening  in  1875  a  brighter  day  dawned  upon  the  institu- 
tion. Since  then  the  annual  attendance  has  averaged  180.  From  1875 
to  1887,  inclusive,  201  young  men  were  graduated. 

From  the  opening  of  the  University  in  1795  to  the  present  time  about 
5,000  students  have  matriculated. 

The  attendance  from  States  other  than  North  Carolina  is  shown,  by 
the  following  table  prepared  by  Mr,  Stephen  B.  Weeks : 

Student  attendance  hy  States,  1795-1887. 


Virginia 

Alabama 

Teuues8ee   

South  Carolina 

Mississippi 

Louisiana 

Geoisia 

Florida 

Texas  

Arkansas 

Kentucky  


Xumber. 


2G1 
182 
lti8 
103 
99 
(iO 
58 
38 
34 
15 
10 


State. 


Xew  York 

Iowa 

Calil'ornia 

Missouri 

Connecticut 

Oliio 

Mar.vliind 

District  of  Columbia 

New  Mexico 

Indian  Territory 

Total 


Xumber. 


1,057 


To  complete  the  above  table  it  is  only  necessary  to  add  the  attendance 
fromXorth  Carolina,  about  four  thousand,  making  a  grand  total  of 
five  thousand  students. 

A  majority  of  the  students  from  Virginia  came  from  ISOO  to  1825:^ 
of  those  from  other  States  the  majority  came  in  the  most  flourishing 
period  of  the  University — 1850  to  ISGO.  Since  the  re-opening  in  1875 
only  twenty-five  have  been  in  attendance  from  outside  North  Carolina. 

A   TRIBUTE   TO   THE   UNIVERSITY. 


President  Andrew  D.White,  of  Cornell  University,  in  a  letter  to  Prof. 
George  T.  Winston,  iirofessor  of  Latin  in  the  University  of  Xorth 
Carolina,  thanking  him  for  a  copy  of  his  monograph  on  The  Greek, 
the  Eoman,  and  the  Teuton,  said:  "  Your  subject  interests  me  greatly. 


'la  tliis  connection  it  is  interesting  to  note  the  stndent  attendance  from  Xortli  Car- 
olina at  the  University  of  Virginia  from  ld25  to  1874.  The  following  facts  are  taken 
from  a  table  prepared  by  William  P.  Trent,  A.  M.,  an  aluinuiis  of  the  University  of 
Virginia,  now  taking  a  jpost-gradnate  course  at  the  .Johns  Hopkins  University. 

Whole  number  of  students  from  North  Carolina,  tV-rO,  whicii  is  four  per  cent,  of  the 
total  attendance,  divided  as  follows:  Lawyers,  59;  physicians,  110;  clergymen,  7; 
editors,  1;  teachers,  3 ;  in  Confederate  service  (one  brigadier-guneral),  711;  farmers, 
43  ;  judges  (one  chief  justice  of  North  Carolina),  3  ;  in  State  Legislature  (one  speaker), 
13 ;  number  that  emigrated  to  other  States,  59. 

17037—^0.  2 7 


98  HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 

I  have  never  realized  so  fully  how  near  to  us  the  history  of  Rome  is, 
and  how  full  of  instruction  it  is  for  thinkinof  men  of  our  Republic.  It 
gives  me  especial  pleasure  to  think  that  with  such  a  work  as  this  you 
are  reviving  the  old  glories  of  your  University.  1  remember  in  my  young 
manhood  the  University  of  North  Carolina  was  always  spoken  of  with 
the  greatest  respect  among  men  who  knew  anything  about  an  Ameri- 
can collegiate  education.  While  the  University  of  Virginia  and  Johns 
Hopkins  have,  to  some  extent,  drawn  away  from  it,  I  see  no  reason  why 
its  present  Faculty  should  not  give  it  a  commanding  position  in  the' 
South-east  of  our  Republic." 

MEMBERS  OF  THE  FACULTIT— 1795-1887. 

Presidents. 

Joseph  Caldwell,  D.  D.,  1804-1812;  Robert  Rett  Cliapraan,  D.  D.,  1813-1816;  Joseph 
Caldwell,  D.  D.,  1816-1835;  David  Lowry  Swaiu,  LL.  D.,  1835-1868;  Solomon  Pool, 
D.  D.,  1869-1875  ;  Kemp  Plummer  Battle,  LL.  D.,  1876-. 

Professors. 

Ancient  languages  (Latin  and  Greek):  David  Kerr,  1794-1796;  Samuel  Allen  Holmes, 
1796-1798;  William  Edwards  Webb,  1799-1800 ;  Archibald  DeBow  Murphey,  1800-1801: 
William  Bingham,  1801-1805;  Andrew  Rhea,  1S06-1814  ;  William  Hooper,  1817-1822; 
Ethan  Allen  Andrews,  1822-1828  ;  William  Hooper,  1828-1837  ;  Manuel  Fetter,  1838  ; 
Ashbel  Green  Brown,  adjunct,  1855-1856. 

Latinlanguage  and  literature:  John  DeBeruiere  Hooper,  1838-1848  ;  Ford yce  Mitchell 
Hubbard,  1849-1868 ;  D.  S.  Patrick,  1869-1870 ;  George  Tayloe  Winston,  1875-. 

Greek  language  and  literature:  Manuel  Fetter,  1838-1868;  F.  P.  Brewer,  1869-1870; 
J.  DeBerniere  Hooper,  1875-1885 ;  Solomon  Cohen  Weill,  acting  professor,  1885-1886 ; 
Eben  Alexander,  1886-. 

Mathematics:  Charles  Wilson  Harris,  1795-1796  ;  Joseph  Caldwell,  1796-1817  ;  Solo- 
mon Pool,  adjunct,  1860-1868;  Alexander  Mclver,  1869-1870;  Charles  Phillips,  1875- 
1879 ;  Ralph  Henry  Graves,  1879- ;  James  Lee  Love,  associate  professor,  1885-. 

Mathematics  and  natural  philosophy :  Elisha  Mitchell,  1817-1825;  James  Phillips, 
1826-1867. 

Natural  philosophy:  Jacob  Smiley  Gillespie,  1797-1799;  Walker  Anderson,  1833- 
1830 ;  Carey  D.  Grandy,  1879-1882 ;  Joshua  Walker  Gore,  1882-. 

Chemistry:  Denison  Olmsted,  1817-1825;  Elisha  Mitchell,  1825-1857;  William 
Joseph  Martin,  1858-1867;  Alexander  Fletcher  Redd,  1875-18S0 ;  Carey  D.  Grandy, 
assistant  professor,  1875-1879  ;  Francis  Preston  Venable,  1880-. 

Modern  languages  (French  and  German)  :  Nicolas  Marcellus  Hentz,  1826-1831 ;  John 
DeBerniere  Hooper,  1836-1838;  John  Jones  Roberts,  1841-1842;  John  DeB.  Hooper, 
1843-1848;  HildrethHosea  Smith,  1856-1868;  John  DeB.  Hooper  (French),  1875-1885; 
George  Tayloe  Winston  (German),  1875-1885 ;  Walter  D.  Toy,  1885-. 

(During  the  first  years  of  the  University  great  attention  was  given  to  the  study  of 
French,  a  native  Frenchman  generally  being  employed  as  tutor  of  that  language.) 

Rhetoric  and  logic:  Shepard  Kosciusko  Kollock,  1819-1825;  William  Hooper,  1825- 
1828;    Walker  Auderson,  1833;    William  Mercer  Green,   18:^:^-1849;    Charles  Force, 
Deems,  adjunct,  1842-1848  ;  John  Thomas  Wheat,  1850-1859  ;  Andrew  Doz  Hepburn, 
1860-1867.  j 

Mistory  :  Albert  Micaja  Sliipp,  1849-1860. 

Law  :  William  Horn  Battle,  1845-1868  and  1876-1879  ;  John  Manning,  IScil-. 

Political  science:  David  Lowry  Swain,  1835-1868;  Kemp  Plummer  Battle,  1876-. 


UNIVERSITY   OF   NORTH   CAROLINA,  99 

Agricultural  chinmU-ij  :  Beujamiu  S.  Hedrick,  1853-1858 ;  John  Kimberly,  185C-186G 
and  1875-187G. 

Agricultural  vhevmtr>i  and  metallurgy  :  "William  Battle  Phillips,  1885-. 

Xaturalhislorif:  William  H.  Smith,  1876-1877 ;  Frederick  William  Simonds,  1877- 
1881 ;  Joseph  Austiu  Holmi-s,  1881- ;  Emil6  A.  de  Schweinitz,  assistant  professor,  1884- 
1885;  (Jeorgo  F.Atkinson,  associate  professor,  18S5-. 

English  language  and  literature:  Thomas  Hume,  Jr,  1885-. 

Theorij  and  art  of  teaching:  Nelson  B.Henry,  1885-. 

Medicine  (preliminary) :  Thomas  W.  Harris,  1878-1885. 

Lecturer  on  stenography  :  N.  B.  Cobb,  1880-1881. 

Mental  and  moral  science  :  Adolphus  W.  Mangum,  1875-. 

Tutors. 

Archibald  DeBow  Murphey,  1799-1800;  P.  Celestine  Moli6,  f?)-1802;  Richard 
Henderson,  1800-1804;  Atlas  Jones,  1804-lSOG;  Jacob  Martin,  1806-1807;  Gavin 
Hogg,  1608;  Abner  Wentworth  Clopton,  1809-1810;  Lewis  Williams,  1810-1812: 
William  Hooper,  1810;  Abner  Stith,  1814-1816;  Jacob  Morrison,  1814-1817;  John 
Harper  Hiuton,  1814-1815;  John  Patterson,  1816-1817;  John  Motley  Morehead,  1817; 
•Priestley  Hinton  Mangum,  1817;  Robert  Rufus  King,  1817-1818  ;  William  Dnnn  Mose- 
ley,  1817-1818  ;  Hamilton  Chamberlain  Jones,  1818  ;  Simon  Peter  Jordan,  1818-1821 ; 
[Robert  Rufus  King,  1819-1820  ;  Jacob  Hervey  Otey,  1820-1821 ;  Anderson  Mitchell, 
1821-1823 :  Joseph  Hubbard  Saunders,  1821-1825  ;  George  Shounard  Bettner,  1823- 
1826;  Elisha  Young,  1824-1825;  Matthew  Evans  Manly,  1825-1826;  Edward  Drom- 
goole  Sims,  1825-1827;  Oliver  Woolcott  Tread  well,  1826-1829,  John  Jenkins  Wyche, 
182(5-1828;  Silas  Milton  Andrews,  1827-1828;  Lorenzo  Lea,  1828-1829;  Thomas  Bird, 
1829-1831;  Henry  Grattan  Smith,  1830-1832;  John  Allen  Backhouse,  1830-1831 ;  John 
DeBerniere  Hooper,  1831-1833;  Jacob  Thompson,  1831-1833;  AegidiusMebane,  1832- 
1833  ;  Jacob  Hogg  Norwood,  1833-1834  ;  Thomas  Lapsley  Armstrong,  1833-1834;  Will- 
am  Nelson  Mebane,  1833-1834  ;  Samuel  Richardson  Blake,  1834-1835  ;  William  PugU 
Bond,  1835;  Harrison  Wall  Covington,  1835;  Abraham  Forrest  Morehead,  1835; 
David  McAllister,  1833-1836  ;  William  Henry  Owen,  1835-1843  ;  Ralph  Henry  Graves, 
1837-1843;  Ashbel  Green  Brown,  1844-1855 ;  Charles  Phillips,  1844-1854;  KempPlum- 
mer  Battle,  1850-1854;  William  Henry  Johnston,  1851-1852;  Richard  Hines,  1853- 
1854;  Henri  Herrisse,  1853-1856;  Solomon  Pool,  1854-1860;  Joseph  Blount  Lucas, 
1854-1858;  Richard  Henry  Battle,  1855-1858 ;  William  Robards  Wetmore,  1855-1858  ; 
Peter  Evans  Spruill,  1856-1858;  Samuel  Spencer  Jackson,  1856-1860;  Thadeus  Charles 
Coleman,  1856-1857;  Charles  Andrews  Mitchell,  1857;  John  Washington  Graham, 
1858-1860;  William  Lee  Alexander,  1858-1859;  Robert  Walker  Anderson,  1859-1861; 
William  Carey  Dowd,  1^59;  Edward  Graham  Morrow,  1859;  Frederick  Augustus  Fet- 
ter, 1860-1863  ;  George  Pettigrew  Bryan,  1860-1863  ;  George  Burgwiu  Johnston,  1860- 
1863  ;  Iowa  Royster,  1860-1863  ;  Isaac  E.  Emerson,  1878-1879 ;  Locke  Craig,  1879-1880  ; 
Albert  Lucien  Cobb,  1879-1880  and  1883-1885 ;  Robert  Paine  Pell,  1879-1881 ;  Robert 
AVatson  Winston,  1880-1881 ;  Angus  Robertson  Sha-w,  1881-1882  ;  Numa  Fletcher  Heit- 
man,  1881-1882;  Thomas  Radcliffe,  1882-1883;  Benjamin  Franklin  White,  1883-1884  ; 
Berrie  Chandler  Mclver,  1883-1835 ;  James  Lee  Love,  1883-1884 ;  Augustus  White 
Long,  1884;  Solomon  Cohen  Weill,  1884-1885;  James  Randlette  Monroe,  1885;  Clau- 
dius Dockery,  1887- ;  Stephen  Beauregard  Weeks,  1887-. 

THE  ELISHA  MITCHELL  SCIENTIFIC  SOCIETY. 

The  Elisba  Mitchell  Scientific  Society  was  i)rovisionally  organized  at 
the  University  of  Xorth  Carolina  September  24,  188 }.  Its  founders  and 
first  promoters  were  the  professors  in  the  scientific  department  of  that 
institution.  In  naming  it  they  paid  a  fitting  tribute  to  the  memory  of 
[North  Carolina's  best  known  scientist. 


100  HISTORY   OP   EDtJCATlOM   IN   NORTH   CAROLINA. 

The  call  which  was  issued  to  all  who  were  thought  to  be  Intefested 
in  the  promotion  of  science  in  North  Carolina  was  favorably  received, ;. 
and  at  a  second,  meeting  held  October  1,  1883,  permanent  organization 
was  effected  and  a  constitution  adopted. 

Prof.  F.  P.  Venable,  Ph.D.,  F.  0.  S.,  the  first  president  of  the  society,, 
in  his  report  for  1883-84,  states  the  objects  of  the  organization  as  fol-; 
lows:  "The  proposed  aims  of  the  society  were  the  arousing  ot  an  io-! 
creased  interest  in  scientific  work,  the  building  up  of  a  spirit  of  research,  \ 
the  encouragement  of  those  already  at  work,  and  the  advancing  of  our' 
knowledge  of  the  State  and  its  resources.  The  plan  or  system  of  work 
for  the  sociely  was  to  have  the  centre  of  the  organization  at  the  Univer-' 
sity  with  enough  resident  members  there  for  the  transaction  of  business. 
Monthly  meetings  were  to  be  held  at  which  popular  treatises  on  scien- 
tific subjects  were  to  be  read  with  the  hope  of  interesting  and  training; 
up  a  number  of  young  scientific  workers.  An  annual  journal  was  to  be, 
published  containing  all  papers  on  original  work  or  observations  con-, 
tributed  by  members  of  the  society."  He  further  says  that  one  of  the! 
aims  of  the  society  will  be  the  collecting  and  preserving  all  scientific 
works  published  or  in  manuscript  relating  to  the  State,  or  the  authors 
of  which  are  North  Carolinians. 

The  society  has  now  been  in  active  operation  for  four  years.  Its  ob- 
jects are  being  admirably  realized,  and  its  success  has  been  commensu-' 
rate  with  the  expectations  of  the  founders.  Scientific  papers  of  great 
value  have  been  presented  which  are  printed  in  the  annual  reports. 
Each  number  of  the  journal  contains  about  one  hundred  images. 

The  grades  of  membership  are  life,  regular,  associate,  and  honorary. 
The  leading  scientists  of  the  State  are  united  in  furthering  the  aims  of 
the  society,  and  favorable  notice  has  been  taken  of  its  work  by  some  ol 
the  noted  scientists  of  this  country  and  Europe.  It  is  in  correspondence 
with  some  of  the  principal  scientific  societies  of  this  and  foreign  lands. 


CHAPTER  IV. 

LEADmG  DEXOMINATIOXAL  COLLEGES. 


Wake  Forest  College. 

FIRST  prospects   OF   THE  ESTABLISHMENT  OF  A  BAPTIST  COLLEGE. 

Wate  Forest  College  belongs  to  the  Baptists  of  North  Carolina.  In 
methods  and  management  it  is  preeminently'^  a  Christian  institution. 
Its  founders  and  first  promoters  were  men  of  fervent  piety  and  broad 
philanthroi)y,  who  recognized  the  needs  of  their  denomination  and  the 
'State, — increased  facilities  for  the  higher  education.  Their  first  efforts 
were  to  bring  the  churches  of  their  faith  into  harmonious  union,  and 
then  they  prepared  the  way  for  an  educated  ministry,  the  primary  ob- 
ject of  the  college. 

In  Jane,  1829,  Eev.  Messrs.  John  Armstrong,  W.  K.  Hinton,  James 
McDaniel,  and  others,  met  in  Tarborough  and  organised  the  ''Benev- 
olent Society,"  which  had  for  its  object  the  more  effectual  dissemination 
of  the  Gospel  throughout  the  State.  At  the  regular  meeting'of  this 
society,  held  in  Greenville,  Pitt  County,  March  26-20, 1830,  a  resolution 
was  adopted  dissolving  the  society  and  transferring  its  funds  to  the 
Baptist  State  Convention,  which  was  organized  at  that  time. 

The  most  prominent  founders  of  the  convention  were  Eev.  Messrs. 
Samuel  "Wait,  Thomas  Meredith,  and  John  Armstrong.  The  primary 
objects  of  the  convention,  as  stated  in  article  second  of  its  constitution, 
were  the  education  of  ministers  and  the  promotion  of  home  and  foreign 
missions. 

At  its  next  annual  session,  held  at  Cross-Roads  Church,  Wake  County, 
in  1831,  the  convention  accepted  the  offer  of  Key.  John  Armstrong  to 
educate  students  preparing  for  the  ministry*,  and  the  board  of  managers 
were  directed  to  send  to  him  or  to  some  other  good  school  such  young 
ministers  as  they  should  approve,  and  defray  their  expenses  as  far  as 
the  funds  of  the  convention  would  allow. 

In  August,  1832,  the  convention  convened  at  Reeve's  Chapel,  Chatham 
County,  and  there  it  was  decided  to  establish  a  school  under  the  ausi)ices 
of  the  denomination,  to  be  managed  by  a  board  of  trustees  elected  by 
the  convention.  Eev.  William  Hooper,  chairman  of  the  committee  on 
liducation,  in  his  report  advocated  the  purchase  of  a  farm  and  the  estab- 
lishment of  a  school.    The  report  was  received,  and  it  was  unanimously 

101 


102  HISTOEY    OF    EDUCATION   IN   NORTH    CAROLINA. 

^^Eesolved,  That  the  convention  deem  it  expedient  to  purchase  a  suit 
able  farm  and  adopt  other  preliminary  measures  for  the  establishment 
of  a  Baptist  literary  institution  in  this  State,  on  the  manual  labor  prin^ 
ciple,"  and  a  committee  was  appointed  to  secure  the  funds  and  make  the 
purchase. 

At  this  time  manual  labor  institutions  were  in  great  favor  through 
out  the  country.    Among  the  institutions  operating  on  this  plan  at  that! 
time  were  the  Virginia  Baptist  Seminary,  Mercer  Seminary  (Georgia)Jl 
Maine  Wesleyan  Seminary,  Oneida  Institute  (New  York),  Cumberland; 
College,  and  the  Pennsylvania  Manual  Labor  Institute.     The  manual^ 
labor  system  was  thought  wise,  both  on  account  of  health  and  economy. 

Although  the  institution  was  intended  primarily  for  the  education  of 
ministerial  students,  yet  as  this  patronage  would  not  support  the  school 
it  was  decided  to  admit  all  young  men  of  good  character. 

In  August,  1832,  the  committee  appointed  by  the  convention  to  select 
a  location  for  the  school,  purchased  of  Dr.  Calvin  Jones  his  farm,  about" 
16  miles  from  Ealeigh,  containing  615  acres,  for  $2,000. 

WAKE   FOREST  INSTITUTE. 

The  board  of  managers,  at  a  meeting  held  in  Raleigh,  September  25, 
1832,  decided  tliat  the  Baptist  school  should  be  called  Wake  Forest 
Institute.  It  is  said  that  in  that  part  of  Wake  County  bounded  by  the* 
Keuse  River  on  the  south,  the  Franklin  line  on  the  west,  and  Smith's: 
Creek  on  the  east,  the  original  oak  forest  was  unusually  fine.  On  thi^: 
account  the  section  was  called  the  Forest  of  Wake,  or  Wake  Forest  ;> 
hence  the  name  of  the  institution. 

At  this  time  it  was  hoped  that  the  school  would  be  opened  the  fol-l 
lowing  February,  but  the  board,  at  a  subsequent  meeting,  postponed] 
the  beginning  of  the  work  of  instruction  till  February,  1834.  j 

Rev.  Samuel  Wait,  D.  D.,  as  the  general  agent  of  the  convention,  did] 
what  he  could  in  the  way  of  collecting  funds  and  furniture  for  the  insti-i 
tute.  On  May  10,  1833,  he  was  elected  principal  of  the  school.  Dr/; 
Wait  was  born  in  Washington  County,  IsT.  Y.,  December  19,  1789.,; 
He  was  graduated  at  Columbian  College,  W^ashington,  D.  C,  where  hev 
was  for  a  while  tutor.  In  1827  he  came  to  North  Carolina  on  a  collect- 1 
ing  tour  for  that  college.  He  so  favorably  impressed  the  Newbern; 
Baptists  that  they  called  him  for  their  pastor  in  1S27.  No  sooner  hadj 
he  made  North  Carolina  his  home  than  he  began  to  labor  for  the  organ-] 
ization  of  a  Baptist  State  convention,  the  foundation  of  a  Baptist  col-i 
lege,  and  the  establishment  of  a  Baptist  paper,  all  of  which  he  was  in-, 
strumental  in  accomplishing.  ' 

He  was  president  of  the  institute,  later  college,  until  1846.  He  was 
afterwards  president  of  a  female  college  in  Oxford,  and  later  pastor  of 
churches  in  Caswell  County.  He  died  iii  July,  1867,  "  honored  and  re- 
spected by  all,  and  loved  with  surpassing  devotion  by  the  Baptists  of 
North  Carolina." 


LEADING  DENOMINATIONAL  COLLEGES.  103 

THE  CHARTER. 

The  institute  was  chartered  bj'  the  General  Assembly  of  1833-34. 
At  that  time  there  was  much  prejudice  against  the  Baptist  denomina- 
tion, and  at  one  time  it  seemed  as  if  the  Legishiture  would  refuse  a 
charter.  Finally  tlie  lower  house  passed  the  bill  by  a  respectable  ma- 
jority,  but  on  its  final  reading  in  the  Senate  there  was  a  tie.  The 
speaker,  ^Ir.  William  D.  Moseley,  an  alumnus  of  the  University  of 
North  Carolina,  gave  the  deciding  vote  in  favor  of  the  charter. 

The  charter  conferred  the  most  meagre  privileges,  and  nothing  was 
done  by  the  State  to  encourage  or  aid  the  school.  Kev.  Dr.  Samuel 
Wait,  in  a  sketch  of  the  origin  and  early  history  of  the  college,  referring 
to  the  charter,  says  :  "  This  created  a  board  of  trustees  composed  of 
such  individuals  as  were  desired,  with  certain  provisions  for  perpetuat- 
ing themselves,  allowed  the  institution  to  acquire  funds  to  the  amount 
of  650,000,  continuing  the  obligation  to  pay  taxes  the  same  as  on  all 
private  property,  and  to  be  in  force  or  continue  twenty  years  and  no 
longer.  Was  ever  a  charter  given  more  meagre  or  lean  than  this?  We 
have  leave  to  be  if  we  can.  But  no  disposition  to  encourage  us  even  to 
the  value  of  a  dime.  We  were  not  exempted  from  paying  taxes.  Such, 
was  the  state  of  things  then." 

OPENING   OF   THE   INSTITUTE. 

Prof.  W.  L.  Poteat,  in  a  sketch  of  the  college  which  appeared  in  the 
Pialeigh  Eegister  of  April  2,  1884,  says :  "  On  the  first  Monday  of 
February,  1834,  the  exercises  were  opened  with  about  twenty-five  stu- 
dents in  attendance,  which  number  was  increased  to  seventy  in  August 
following.  What  did  these  first  students  find  on  reaching  Wake  Forest? 
On  the  spot  where  now  stands  the  imposing  old  building  they  found  a 
small  but  comfortable  frame  dwelling.  To  the  right,  about  where  the 
library  building  stands,  was  the  garden,  both  its  site  and  embellishment 
$till  marked  by  the  everlasting  jonquils,  just  now  venturing  into  the 
chill  spring  air  as  they  did  in  those  olden  days.  From  a  window  of  the 
magnificent  public  hall  in  the  Wingate  Memorial  Building  one  may 
look  directly  down  upon  what  was  then  the  horse-lot.  Xear  by  was  the 
carriage-house,  16  feet  by  24,  in  which  Mr.  Wait  gathered  his  hetero- 
geneous charge  for  lectures  or  morning  prayers.  For  dormitories  seven 
good  log  cabins  were  principally  relied  on.  The  hoe  and  the  plow  were 
not  out  of  sight  of  the  blackboard  and  desk,  for,  it  will  be  remembered, 
manual  labor  was  to  begin  the  same  day  with  mental  labor  among  the 
books.*' 


THE   XAXUAL   LABOR   SYSTE:5I. 


The  system  as  first  introducwl  here  required  that  eacu  student  should 
labor  three  hours  per  day,  receiving  three  cents  per  hour  for  his  labor. 


104  HISTORY    OF   EDUCATION   IN   NORTH    CAROLINA. 

Finally  the  time  was  reduced  to  one  hour  per  day,  and  after  about  ; 
four  years  the  system  was  abandoned  altogether.  i. 

Manual  labor  was  unpopular  with  the  students,  and  the  system  was  I 
never,  from  any  standpoint,  even  a  nominal  success.    Prof.  W.  T.Brooks,  ; 
in  an  address  before  the  alumni  of  Wake  Forest  College,  in  1859,  said :  ' 
"  The  utter  distaste  which  many  of  the  students  had  for  the  system  was 
but  too  evident  when  the  bell  rang  for  labor.     When  the  roll  was  called 
some  were  taken  suddenly  ill  (?) — unable  to  work ;  but  when  supper 
hour  arrived  it  was  very  apparent  that  their  sickness  was  not  unto 
death." 

Prof.  L.  R.  Mills,  in  a  sketch  of  the  financial  history  of  the  college,^ 
says :  "  It  was   supposed  in  the  beginning  that  the  students'  daily  • 
labor  on  the  farm  would  go  a  Ipng  way  towards  paying  their  board.  ; 
After  a  close  examination  of  their  accounts  for  that  year  (1835),  I  find  J 
that  they  made  on  an  average  for  a  year's  work  $4.04." 

CHARGES  AND  EXPENSES. 

In  1835  the  charges  per  month  were  as  follows :  Board,  $6 ;  tuition 
in  Latin,  Greek,  etc.,  $2;  tuition  in  English,  $1.50  5  washing,  $1; 
room  and  firewood,  gratis.  During  this  year  the  price  of  provisions 
advanced  about  100  per  cent,  and  the  price  of  board  was  raised  to 
$9  per  month,  and  yet  the  steward's  hall  did  not  make  expenses  by 
several  hundred  dollars.  At  the  close  of  the  year  the  institution  was 
in  debt  to  the  teachers,  the  steward,  and  the  treasurer. 

The  next  year  was  more  prosperous,  the  number  of  students  reach 
ing  142. 

The  year  1838  was  what  is  usually  termed  a  "  hard  year."  Owing  to" 
the  stringency  in  the  money  market  many  of  the  banks  were  forced  to 
suspend  specie  payments.  But  few  of  the  subscriptions  for  the  large 
brick  building  which  was  just  completed  could  be  collected,  and  the 
trustees  found  it  difficult  to  make  prompt  payments.  In  this  strait 
money  was  borrowed  from  the  ban'ks,  and  the  village  of  Wake  Forest 
was  laid  off  and  most  of  the  land  belonging  to  the  college  was  sold.  The 
manual  labor  department  was  abolished,  the  steward's  hall,  which  had 
all  along  been  an  incubus,  was  done  away  with,  and  the  students  were 
allowed  to  board  where  they  pleased. 


BUILDINGS  AND  EQUIPMENTS. 


The  college  campus  contains  about  thirty  acres,  artistically  laid  out 
and  shaded  by  magnificent  oaks. 

In  the  ac(}ount  of  the  opening  of  the  institute  a  description  of  the  first 
buildings  used  for  school  purposes  was  given.  These  have  all  disap- 
peared, au4  JQ  tljeU^  v]^>9&  ^^ye  four  layge  f^nd  wejl-arr^mged  brick  build- 
ings. 

}  W^ke  Fprps^  Student,  Vol.  Ill,  Jfps.  6, 7; mA  f^  (im)> 


I 


LEADING   DENOMINATIONAL   COLLEGES.  105 

The  following  is  a  list  of  the  buildings,  with  the  dates  of  their  com- 
pletion. 

(1)  Old  Building,  1838. — One  hundred  and  tbirty-two  by  05  feet,  four  floors;  cost 
$15,000.  Tbis  building  contains  dormitories  for  about  one  hundred  students,  two 
lecture-halls,  and  the  {jyuiuasiuui. 

(2)  Eeck-  fyUUama  Building,  1878. — One  hundred  and  teu  by  45  feet,  with  10  feet 
from  projection  iu  centre,  two  floors;  cost  $10,000.  The  funds  were  contributed  by 
Col.  J.  M.  Heck  and  Mr.  J.  G.  Williams,  both  of  Kaleigh.  It  contains  the  Philoma- 
thesian  and  Euzeliau  Society  halls,  the  library  (containing  about  15,000  volumes), 
the  readinfj-room,  elegantly  fitted  up  with  the  uecessary  furniture  by  the  Hon. 
Charles  M.  Cooke,  now  president  of  the  board  of  trustees,  and  two  lecture-halls. 

(3)  iriiigaie  Memorial  Hall,  1880. — One  hundred  and  two  by  GO  feet,  with  projection 
iu  front  of  10  feet,  two  floors  ;  cost  §12,.500.  The  first  story  contains  a  small  chapel 
and  four  lecture-halls.  The  second  story  is  the  main  hall,  known  as  the  Wingate 
Memorial  Hall,  iu  honor  of  the  late  president,  W.  M.  Wingate.  It  will  seat  two 
thousand  people,  and  its  acoustic  properties  are  excellent. 

(4)  Lea  Building  (or  chemical  laboratory),  1887. — The  central  part  is  32  by  65  feet, 
two  stories,  with  a  wing  on  each  side  2G  by  38  feet,  one  story.  It  has  been  erected 
at  a  cost  of  §15,000,  and  is  said  to  be  the  best  arranged  chemical  laboratory  in  the 
South.  Apparatus  costing  §2,000  has  been  recently  put  in,  and  other  additions  are 
to  be  made.  The  funds  for  this  building  were  mainly  contributed  by  Mr.  A.  S.  Lea, 
of  Caswell  County,  in  whose  honor  it  has  been  named. 

WAKE  FOREST   COLLEGE. 

By  legislative  enactment  "Wake  Forest  Institute  was  changed  to  Wake 
Forest  College  on  December  26,  1838.  By  the  amended  charter  the 
trustees  were  permitted  to  confer  the  usual  degrees,  to  hold  600  acres 
of  land  and  $250,000  free  from  taxation.  The  time  of  the  charter  was 
extended  fifty  years. 

In  1839  the  college  charges  per  annum  were  as  follows  :  Tuition,  $45; 
room  rent,  $2  ;  bed  and  bedding,  $4 ;  wood,  $2 ;  servants'  hire,  $2 ;  de- 
posit for  repairs,  $2.  Board  and  washing  could  be  secured  in  the  vil- 
lage at  $8  per  month. 

To  meet  the  payment  of  some  debts  that  were  being  pressed,  the 
trustees,  in  1810,  borrowed  $10,000  from  the  State  literary  fund. 

Dr.  Wait  resigned  the  presidency  November  26,  1844,  and  his  suc- 
cessor, Kev.  William  Hooper,  D.  D.,  LL.  D.,  was  elected  president 
October  17,  1845,  but  did  not  enter  upon  the  discharge  of  the  duties  of 
the  position  till  the  beginning  of  the  next  year. 

Dr.  Hooper  was  one  of  the  first  trustees  of  the  college,  and  had  al- 
ways manifested  much  interest  in  its  welfare.  He  was  a  grandson  of 
William  Hooper,  a  signer  of  the  Declaration  of  Independence,  and  was 
born  near  Wilmington,  X.  C,  in  1792.  In  1812  he  was  graduated  at 
the  University  of  Xorth  Carolina,  and  afterwards  studied  theology  at 
Princeton,  N.  J.  He  was  elected  ])rofessor  of  ancient  languages  in  the 
University  iu  1810.  In  1818  he  entered  the  ministry  of  the  Episcopal 
Churph,  and  was  for  two  years  rector  of  St.  John's  Church,  in  Fayette- 
ville,  Owiug  to  chauge  of  views  ho  became  n  Baptist,  resigned  hia 
fectorship,  and  again  enteretl  the  University  as  professor  of  rhetoripi 


106  HISTORY   OF   EDUCATION   IN   NORTH   CAROLINA. 

He  was  afterwards  a  professor  in  South  Carolina  College,  and  came 
from  that  State  to  accept  the  presidency  of  Wake  Forest,  which  he  re- 
signed in  1848.  From  this 'time  his  efforts  in  educational  work  were 
for  the  promotion  of  the  higher  education  of  women.  In  1855  he  was 
president  of  the  Chowan  Baptist  Female  Institute  and  in  1867  he  be- 
came co-principal  with  his  son-in-law,  Prof.  J.  DeB.  Hooper,  of  the 
Wilson  Female  Seminary.  He  died  August  19,  1876,  and  was  buried 
in  the  campus  of  the  University  at  Chapel  Hill,  near  the  remains  of 
President  Caldwell.  It  has  been  said  of  him  that  "  North  Carolina  has 
produced  no  better  scholar,  and  his  work  at  Wake  Forest  and  the  State 
University  is  to  this  day  a  fragrant  memory." 

The  liabilities  of  the  college  continued  to  increase,  and  in  1848 
amounted  to  $20,000.  It  looked  as  if  the  property  of  the  institution 
would  have  to  be  sold  to  meet  the  outstanding  obligations.  The  State 
was  pressing  for  a  return  of  its  loan,  and  the  claim  for  the  balance  due 
on  the  building  was  being  urged.  Owing  to  these  difficulties,  the  presi- 
dent »»f  the  college  and  the  president  of  the  board  of  trustees  resigned. 
The  trustees  at  their  meeting  of  this  year  adjourned  without  arranging 
to  meet  the  obligations.     It  seemed,  that  the  end  had  come. 

In  this  crisis  Dr.  Wait,  Eev.  J.  S.  Purefoy,  and  other  friends  of  the 
institution  rallied  to  its  rescue,  relieved  it  from  temporary  embarrass- 
ment, and  before  1850  they  had  paid  every  cent  of  the  indebtedness  and 
secured  the  nucleus  of  a  permanent  endowment  fund. 

After  the  resignation  of  Dr.  Hooper,  Eev.  J.  B.  White  was  elected 
president,  which  position  he  held  till  1852. 

In  June,  1854,  Eev.  Washington  Manly  Wingate,  D.  D.,  was  elected 
president.  From  his  accession  dates  a  new  era  in  the  history  of  the 
college.  By  his  wise  and  able  management,  the  difficulties  which  threat- 
ened to  overwhelm  the  institution  were  surmounted  and  it  was  placed 
on  a  permanent  basis. 

Dr.  Wingate  was  born  in  Darlington,  S.  C,  March  22,  1828;  was 
graduated  at  Wake  Forest  in  1849;  studied  theology  at  Furman  Uni- 
versity, and  then  entered  the  pastorate  in  his  native  State.  In  1852  he 
became  the  agent  of  his  alma  mater,  which  position  he  held  until  he  was 
called  to  the  p^esidenc3^  He  remained  president  until  his  death,  Feb- 
ruary 27,  1879.  To  write  his  history  during  the  twenty-five  years  that 
he  was  connected  with  Wake  Forest  would  be  to  give  the  history  of  the 
Baptist  denomination  in  North  Carolina  for  that  time.  For  a  quarter 
of  a  century  he  was  the  foremost  Baptist  in  the  State,  and  his  influence 
upon  the  higher  Christian  education  is  not  to  be  estimated. 

Owing  to  the  War  all  college  exercises  were  suspended  in  May,  1862, 
and  were  not  resumed  until  180G.  In  18G4  the  Confederate  States  au- 
thorities took  possession  of  the  college  building  and  used  it  as  a  hos- 
pital till  the  close  of  the  War. 

In  1802  the  total  funds  of  the  college  amounted  to  $50,167.54.  These 
were  invested  principally  in  State  and  Confederate  Government  bonds. 


LEADING  DENOMINATIONAL  COLLEGES.  107 

Of  course  most  of  these  securities  were  worthless  at  the  close  of  the 
War.  At  that  time  the  endowment  of  the  college  amounted  to  $11,700. 
By  18S3  it  had  grown  to  about  $50,000.  In  188;]  $50,000  were  added 
to  the  fund,  making  a  total  endowment  of  $100,000.  Of  this  amount 
$10,000  were  (iontributed  by  Mr.  J.  A.  Bostwick,  of  il^ew  York.  Since 
then  Mr.  Bostwick  has  brought  the  college  and  friends  of  education  in 
North  Carolina  under  renewed  obligations  to  himself.  In  1885  he  in- 
augurated the  "Bostwick  loan  fund"  of  $10,000,  the  interest  of  which 
is  loaned  to  indigent  young  men  for  the  payment  of  tuition  fees.  In 
1S8G  the  "Bostwick  endowment  fund"  was  founded,  by  a  donation  of 
$50,000,  making  his  total  contributions  $70,000.  On  May  1,  1887,  the 
endowment  fund  amounted  to  $15;),000.44  and  the  total  productive  funds 
of  the  college  to  $172,203.04.  The  endowment  fund  is  being  augmented 
from  time  to  time,  and  it  is  probable  that  before  many  years  it  will 
amount  to  several  hundred  thousand  dollars. 

In  1879  Eev.  Thomas  Henderson  Pritchard,  D.  B.,  was  elected  presi- 
dent of  the  college.  He  is  an  alumnus  of  Wake  Forest  and  one  of  the 
ablest  Baptist  ministers  in  the  South.  After  accomplishing  a  great  work 
for  the  institution,  he  resigned  the  presidency  in  1882,  much  to  the  re- 
gret of  the  friends  of  the  college,  to  again  enter  actively  upon  the  work 
of  the  ministry. 

After  the  resignation  of  Dr.  Pritchard,  Prof.  W.  B.  Eoyall,  of  the 
chair  of  Greek,  became  chairman  of  the  faculty. 

In  1884  Rev.  Charles  E.  Taylor,  D.  D.,  at  that  time  i)rofessor  of  Latin, 
was  made  president.  He  is  one  of  the  ripest  scholars  in  the  South, 
having  studied  with  distinctiou  at  Richmond  College,  the  University  of 
Virginia,  and  in  Germany.  His  administration  has  been  a  success  in 
every  particular.  Through  his  eftbrts  and  influence  the  greater  part 
of  the  present  endowment  fund  was  secured,  and  to  him,  more  than  to 
an}'  other  one  man,  is  due  the  present  efficiency  of  the  college. 

SCHOOLS  AlSfD  DEGREES. 

The  course  of  study  comprises  ten  schools,  viz :  Latiu  language  and 
literature,  Greek  language  and  literature,  English  language  and  litera- 
ture, modern  languages,  pure  mathematics,  physics  and  applied  math- 
ematics, chemistry,  natural  history,  moral  philosophy,  and  political  sci- 
ence. 

For  admission  to  the  college  the  requirements  are  about  the  same  as 
at  the  State  University.    The  requirements  for  degrees  are  as  follows : 

Bachelor  of  Letters. — The  student  must  be  a  proficient  in  the  schools 
(that  is,  he  must  have  obtained  75  per  cent,  of  the  maxinuim  of  scholar- 
ship on  each  study  in  the  school)  of  Latin  language  and  literature, 
Greek  language  and  literature,  English  language  and  literature,  moral 
philosophy,  and  political  science,  and  in  French  or  German,  and  ex- 
perimental physics. 

Bachelor  of  Science. — English  language  and  literature,  pure  matbe* 


108  HISTOEY    OF    EDUCATION   IN    NORTH    CAROLINA. 

m?.tics,  physics  and  applied  mathematics,  chemistry,  natural  history, 
political  science,  and  in  French  or  German. 

Bachelor  of  Arts. — Latin  language  and  literature,  G-reek  language 
and  literature,  English  language  and  literature,  pure  mathematics,  phys- 
ics and  applied  mathematics,  moral  philosophy,  and  political  science, 
and  in  junior  chemistry,  zoology,  and  geology. 

Master  of  Arts. — All  of  the  schools. 

A  course  is  also  given  preliminary  to  the  study  of  medicine,  but  lead- 
ing to  no  degree. 

Candidates  for  degrees  are  required  during  their  Senior  year  to  deliver 
four  public  orations,  or  to  submit  in  lieu  thereof,  under  certain  condi- 
tions, theses. 

LITERARY  SOCIETIES. 

But  two  literary  societies  are  allowed,  the  Euzelian  and  the  Philo- 
mathesian.  They  were  founded  in  February,  1835,  and  there  has  ever 
been  a  healthy  rivalry  between  them.  As  the  college  has  grown  in  pros- 
perity, the  good  effects  have  been  felt  in  the  societies.  For  many  years 
they  occupied  halls  on  the  fourth  floor  of  the  old  college  building,  but 
were  given  large  and  comfortable  quarters  on  the  second  floor  of  the 
Heck- Williams  building  on  its  coinpletion  in  1878.  The  college  library 
and  the  society  libraries  were  then  consolidated  and  placed  in  "  Library 
Hall,"  which  is  in  the  centre  of  the  building  and  separates  the  society 
halls.  It  is  said  that  there  are  not  two  prettier  or  more  handsomely 
furnished  college-society  halls  in  the  South  than  those  at  Wake  Forest. 
The  walls,  tastefully  frescoed  and  panelled,  are  adorned  with  oil  por- 
traits of  members  who  have  honored  their  alma  mater  and  reflected 
credit  on  their  societies.  The  "Phi"  color  is  red  and  the  "Eu"  blue, 
and  these  colors  are  displayed  on  their  banners  and  regalia.  Their 
mottoes  are,  respectively,  "Esse  quam  videri  malo"  and  "Inveuiam 
viam  aut  faciam." 

In  preparing  a  young  man  for  the  active  duties  of  life,  these  societies 
are  worthy  of  special  mention  as  an  important  adjunct  of  the  college. 
Each  Friday  night  and  Saturday  morning  during  the  session  is  devoted 
to  debate,  reading  of  essays,  and  transacting  the  business  of  the  society. 
The  rules  of  parliamentary  jirocedure  are  strictly  enforced.  The  stu- 
dent has  here  an  opportunity  to  formulate  and  express  in  his  own  lan- 
guage the  information  gathered  in  the  recitation  room.  He  learns  to 
think  and  speak  while  on  his  feet.  The  proceedings  of  the  societies  are 
kept  secret,  but  in  February  of  each  year  they  celebrate  the  anniver- 
sary of  their  organization  by  a  public  debate  and  orations. 

The  Wake  Forest  Student,  established  in  Jauuaiy,  1882,  and  second 
to  no  college  periodical  of  its  class  in  the  country,  is  published  by  the 
societies,  A  medal  is  awarded  each  year  to  the  student  coutributiiiff 
Ilia  best  artjole  to  this  magazine.    Besides  this,  eaoh  society  givei^  am 


LEADliJG    DENOMINATIONAL    COLLEGES.  lOO 

liually  two  medals,  one  for  improvemeut  in  debate  and  tlie  otber  for  the 
best  essay,  open  to  competition  among  its  members  only. 

During:  the  last  fifty  years  the  societies  have  made  a  noble  record,  ;is 
is  attested  by  the  success  of  their  members  in  this  and  other  States. 
With  the  increasing  prosperity  of  the  college,  their  future  usefulness 
is  assured.' 

Greek-letter  fraternities  are  not  permitted  in  the  college. 

INFLUENCE  OF  THE  COLLEGE. 

Wake  Forest  has  an  honorable  record.  Since  its  foundation  seventy 
instructors  and  twenty-five  hundred  students  have  been  connected  with 
the  institution.  More  than  four  hundred  of*  the  students  have  become 
ministers  of  the  Gospel,  eight  have  been  college  presidents,  and  a  large 
number  have  been  professors  in  various  institutions.  They  have  served 
their  country  in  both  the  State  and  National  Legislatures,  have  adorned 
the  highest  judicial  tribunals  of  the  State,  and  as  farmers,  teachers, 
physicians,  merciiants,  and  manufacturers  have  proved  themselves  good 
and  progressive  citizens. 

Wake  Forest  stands  second  to  no  educational  institution  in  the  State. 
The  Faculty  is  liberal  and  progressive.  It  contains  men  who  have  been 
graduated  with  distinction  at  the  University  of  Virginia,  Leipsic,  Johns 
Hopkins,  and  other  well-known  institutions. 

The  last  catalogue  shows  nine  professors  and  a  student  attendance  of 
two  hundred,  representing  seven  States.^ 

The  close  proximity  of  tlie  college  to  the  State  capital  gives  its  stu- 
dents a  manifest  advantage  in  the  observation  of  political  and  economic 
phenomena.  They  have  access  to  the  State  library  and  museums,  and 
the  privilege  of  atten<ling  the  sessions  of  the  State  Legislature.  Thfira 
is  the  advantage  of  both  village  and  city  life. 

Liberal  and  philanthropic  friends,  North  and  South,  have  established 
the  institution  on  a  good  financial  basis.  Its  influence  is  extending  be- 
yond State  limits,  and  its  future  is  bright  with  promise. 

Davidson  College. 

fresbyterian  influence. 

The  pioneer  promoters  of  advanced  educational  work  in  North  Caro- 
lina were  Presbyterians.  It  was  through  their  endeavors  that  Queen's 
College  was  established.  Failing  to  secure  Koyal  recognition  for  that 
institution,  the  name  was  changed  to  Liberty  Hall  Academj'  and  cha»- 
tered  by  the  State  Legislature.  After  the  suspension  of  Liberty  Ilall 
the  Presbyterians  sent  their  sons  to  Princeton,  Mt.  Zion  College  in 


'  This  account  of  the  societies  was  prepared  by  the  writer  for  a  sketch  of  the  col- 
lege which  appeared  in  the  Raleigh  (X.  C.)  State  Clironicle  of  June  11,  18SG. 

'  Since  the  above  was  written  two  additiouarprofessors  have  been  elected,  and  the 
student  attendance  has  increased  to  two  hundred  and  twenty-five. 


110  HISTORY    OF   EDUCATION   IN   NOETH    CAROLINA. 

South  Carolina,  and  later  to  the  University  of  North  Carolina.     It  is 
said  that  it  wa&»  through  their  efforts  that  the  clause  providing  for  a 
University  was  inserted  in  the  State  Constitution.     But  the  expenses  of 
educating  at  those  institutions  prevented  many  of  the  citizens  of  the  : 
western  part  of  the  State  from  giving  their  sons  the  advantage  of  col-  ; 
legiate  training,  so  they  determined  to  have  a  college  located  in  their  ■ 
midst. 

The  first  definite  move  for  this  purpose  was  a  convention  held  at  Lin- 
colnton  in  September,  1820,  which  was  attended  by  representatives  from 
both  the  Carolinas.  A  board  of  trustees  was  named,  and  about  the  close 
of  that  year  the  State  Legislature  granted  a  charter  for 

WESTERN  COLLEGE. 

The  charter  was  liberal  in  its  provisions.  The  trustees  constituted  a 
close  corporation  without  ecclesiastical  connection  or  control.  The  rea- 
son 9;Ssigned  in  the  charter  for  the  establishment  of  this  college  is  "that 
the  more  western  counties  in  the  State  are  distant  from  Chapel  Hill, 
which  renders  it  inconvenient  for  their  youth  to  prosecute  their  educa- 
tion there."  It  was  provided  that  the  institution  should  be  located 
"somewhere  to  the  south-west  of  Yadkin  Eiver."  More  than  half  the 
trustees  were  Presbyterians. 

There  was  much  opposition  to  the  establishipent  of  the  college  by  the 
friends  of  the  University.  The  trustees  could  not  agree  as  to  the  loca- 
tion, or  the  selection  of  professors.  They  met  from  time  to  time  till 
1824,  when  the  project  w^as  abandoned.  But  the  idea  still  lived,  and 
the  Presbyterians  decided  to  establish  a  denominational  college  on  the 
manual  labor  plan.  The  theory  was  that  indigent  students  could  do 
sufficient  work  to  pay  their  college  expenses,  while  the  financially  bet- 
ter-circumstanced would  be  benefited  physically  and  mentally  by  the 
amount  of  labor  required. 

DAVIDSON   COLLEGE. 

At  the  meeting  of  the  Concord  Presbytery,  then  embracing  that  part 
of  the  State  south-east  of  the  Yadkin  Eiver,  at  Prospect  Church,  in  the 
si)ring  of  1835,  resolutions  were  adopted  looking  to  the  establishment 
of  a  Presbyterian  college  in  that  section. 

A  prominent  alumnus  of  Davidson,  A.  Leazar,  Esq.,  in  a  recent  ad- 
dress, referring  to  the  early  history  of  his  alma  inater,  said:  "The  un- 
written story  is  that  upon  a  black-board  standing  against  the  wall  of 
the  log  house  at  Prospect  was  written,  by  the  hand  of  He  v.  Kobert  H. 
Morrison,  the  modest  and  unambitious  declaration  of  those  wise  men, 
that  'with  reliance  upon  God's  blessing'  they  would  undertake  the  estab. 
lishment  of  a  school  for  the  promotion  of  liberal  learning  'preparatory 
to  the  Gospel  ministry.'  To  Eev.  Messrs.  E.  H.  Morrison,  John  Eobin- 
son,  Stephen  Frontis,  and  Samuel  Williamson,  with  Elders  Eobert  Bur. 


LEADING  DENOMINATIONAL  COLLEGES.         Ill 

tou,  William  Leo  Davidson,  John  Phifer,  and  Joseph  Youug,  was  com- 
mitted llie  responsibilitj'  of  preparing  j^lans  and  selecting  a  location  for 
the  college." 

In  the  fall  of  1835  arrangements  were  perfected  to  begin  the  erection 
of  the  necessary  buildings,  and  the  following  summer  a  site  was  chosen 
in  the  northern  i)art  of  Mecklenburg  County,  near  the  Iredell  County 
line,  which  has  been  called  "the  literary  and  geographical  centre  of 
the  State."  AYilliam  LecwDavidsou,  a  son  of  General  William  Davidson, 
donated  the  building  site,  besides  a  large  tract  of  land  and  other  valuable 
gifts.  Eev.  Dr.  Morrison  and  Eev.  P.  J.  Sparrow  secured  subscrip- 
tions amounting  to  $30,000. 

The  institution  was  named  Davidson  College  in  honor  of  General 
William  Davidson,  who  fell  while  bravely  fighting  for  the  liberty  of  his 
country  at  Cowan's  Ford,  on  the  Catawba  Eiver,  about  7  miles  from  where 
the  college  stands,  on  February  1,  1781.  General  Davidson  was  born 
in  Lancaster  County,  Pa.,  in  174G.  llis  lather,  George  Davidson, 
came  to  North  Carolina  in  1750,  and  settled  in  that  part  of  Rowan 
County  which  is  now  Iredell.  General  Davidson  was  probabl^"^  edu- 
cated at  Crowfield  Academy  and  Queen's  College.  He  entered  the  Con- 
tinental Army  as  major  of  the  Fourth  Regiment  of  North  Carolina 
troops,  under  Colonel  Thomas  Polk,  in  General  Nash's  brigade.  He 
was  with  Washington  the  greater  part  of  the  time  from  1776-79.  He 
lost  his  life  in  the  engagement  with  the  forces  of  Lord  Cornwallis  at 
Cowan's  Ford,  to  which  reference  has  been  made.  His  sword  hangs  in 
Davidson  College  Museum.  The  Continental  Congress  passed  resolu- 
tions eulogizing  him  and  ordered  a  monument  to  be  erected  to  his  mem- 
ory, which,  however,  was  never  done.  No  shaft  marks  his  resting 
place.  Davidson  College  is  his  monument.  He  could  not  have  one 
nobler  and,  it  is  to  be  hoped,  more  enduring. 

The  college  was  opened  in  March,  1837,  with  GG  students  and  thefol- 
loAving  Faculty:  Eev.  R.  H.  Morrison,  president;  Rev.  P.  J.  Sparrow 
professor  of  languages  ;  and  Mortimer  D.  Johnston,  tutor  of  mathemat, 
ics.  A  chaiter  was  granted  by  the  Legislature  December  28, 1838.  The 
manual  labor  system  was  introduced,  but  proving  a  failure  here,  as  at 
Wake  Forest  College,  it  was  abandoned  after  a  trial  of  four  years. 

In  1855  the  institution  was  placed  on  a  good  financial  basis  by  the 
magnificent  bequest  of  Maxwell  Chambers,  of  Salisbury,  N.C.,  amount- 
ing to  $258,000.  But  the  limit  of  the  endowment  as  provided  by  the 
charter  was  $200,000;  so  only  that  amount  could  be  received. 

The  college  prospered  until  the  outbreak  of  the  Civil  War.    It  con- 
tinued its  operations  during  that  conflict  with  from  four  to  six  profes- 
sors, and  was  not  suspended  till  just  before  the  surrender  of  Lee.    It 
was,  however,  soon  reopened.    About  $100,000  of  its  endowment  was 
'  lost  by  reason  of  the  War. 

Since  the  establishment  of  the  institution  the  following  have  held  the 
office  of  president:  Eev.  E.  H.  Morrison,  D.  D.,  1837-40;  Eev.  Samuel 


112  fil^'fOtiY   OF   JiDUCATiON   IN   .NORl'H   CARuLiNA. 

Williamson,  D.  D.,  1841-54;  Rev.  Drury  Lacy,  D.  D,,  1855-GO;  Rer. 
J.  L.  Kilpatricli,  D.  D.,  18C0-GG;  Rev.  G.  W.  McPliail,  D.  D.,  LL.  D., 
1866-71.;  Prof.  J.  R.  Blake,  A.  M.  (chairman  of  Faculty),  1871-77  ;  Rev. 
A.D.  Hepburn,  D.D.,  LL.  D.,  1877-85;  Rev.  Luther  McKinnon,  D.  D., 

1885. 

PEESENT   STATUS  OF  THE  INSTITUTION.  i 

The  college  is  under  Presbyrerial  control.  It  was  established  by  the 
Concord  Presbytery,  but  from  time  to  time  other  Presbyteries  have  been 
invited  to  take  part  in  the  oversight  of  the  institution,  until  now  each 
of  the  Presbyteries  in  the  States  of  North  Carolina,  South  Carolina, 
Georgia,  and  Florida  has  representatives  in  the  board  of  trustees. 

The  endowment  (invested  funds)  amounts  to  $105,000.  There  are 
thirteen  separate  buildings  belonging  to  the  college,  valued  at  $150,000, 
viz:  The  main  college  building,  the  chapel,  two  society  buildings,  three 
dormitorj'^  buildings,  and  six  professors'  houses,  all  of  brick,  except 
three  of  the  residences. 

There  are  five  endowed  scholarships,  viz:  One  of  $3,000,  the  Max- 
well Chambers  scholarship,  endowed  by  the  Presbyterian  Church  of 
Salisbury,  ]!«5^.  C. ;  one  of  $1,500,  the  D.  A.  Davis  scholarship,  also  en 
dowed  by  the  Salisbury  Presbyterian  Church ;  two  of  $1,000,  the 
George  Bower  scholarship,  endowed  by  Mrs.  A.  C.  Davis,  of  Salis- 
bury, and  the  Thonias  Brown  scholarship,  endowed  by  Brown  &  Bro 
of  Winston,  N.  C;  and  one  of  $500,  endowed  by  General  R.  Barringer 
and  George  E.  Wilson,  Esq.,  of  Charlotte,  N.  C.  Some  of  these  entitle 
the  incumbent  to  free  tuition,  and  others  go  to  pay  the  room  rent  and 
incidental  expenses  of  the  nominee. 

There  are  two  literary  societies  connected  with  the  institution,  the 
Philanthropic  and  the  Eumenean.    Each  has  a  commodious  and  hand- 
somely furnished  hall.    Their  exercises  consist  in  debate,  declamation,, 
and  composition.     Under  their  auspices  the  Davidson  Monthly,  a  liter 
ary  magazine  of  merit,  is  published. 

Each  society  annually  awards  a  debater's,  an  essayist's,  and  a  de 
claimer's  medal ;  and  the  two  together  award  an  orator's  medal,  which, 
in  a  public  contest,  is  competed  for  by  representatives  from  each  society. 

The  college  and  society  libraries  together  number  about  11,000  vol 
umes. 

Greek  letter  fraternities  are  allowed,  and  each  of  the  following  has  a 
chapter  at  the  college:  Mystic  Seven,  2  A  E,  K  A,  and  ^  A  X. 

Two  regular  courses  of  study  leading  to  the  degrees  of  Bachelor  of  Art 
and  Bachelor  of  Science,  each  requiring  four  years,  are  provided.  The 
requirements  for  admission  are  about  the  same  as  at  the  State  Univer 
sity.  A  post-graduate  course  leading  to  the  degree  of  Master  of  Artj 
is  ofiered.  The  classes  are  divided  into  Freshman,  Sophomore,  Junior 
and  Senior,  and  there  is  but  little  latitude  allowed  in  the  choice  of  elect-j 


I 


LEADING  DEXUMIXATIOXAL  COLLEGES.  113 

ive  studies.  Davidson  College  is  noted  for  thoroughness,  and  it  ranks 
with  the  best  colleges  of  the  South. 

The  necessary  expenses  of  a  student  for  the  collegiate  year  of  ten 
months  is  about  $250,  the  same  as  at  the  University  and  other  colleges 
of  the  State. 

The  faculty  numbers  8  professors,  and  during  the  session  of  188G-87 
there  were  119  students  enrolled. 

Since  the  opening  of  the  institution  (including  the  session  of  1886-87) 
there  have  been  1,875  young  men  enrolled  as  students,  of  whom  571 
have  been  graduated. 

Many  of  North  Carolina's  most  honored  and  best  known  citizens  have 
been  and  are  alumni  of  Davidson.  Not  only  North  Carolina  but  many 
other  States,  especially  of  the  South,  have  api)reciated  the  influence  of 
those  who  were  educated  at  this  institution. 

Trinity  College, 
the  beginnings  and  history  of  the  institution.^ 

Trinity  College  is  managed  by  a  board  of  trustees  appointed  by  the 
North  Carolina  Conference  of  the  Methodist  Episcopal  Church,  South. 
It  is  distinctively  a  denominational  college,  and  from  humble  begin- 
nings it  is  now  ranked  among  the  leading  institutions  for  the  higher 
education  in  the  State.  It  is  located  in  Eandolph  County,  near  the 
sources  of  the  Cape  Fear  au<l  Uwharrie  llivers,  5  miles  from  the  town 
of  nigh  Point,  on  the  North  Carolina  Eailroad,  and  100  miles  west  of 
the  capital  of  the  State. 

The  beginnings  of  this  institution  are  to  be  found  in  the  grammar 
school,  established  in  1838,  near  the  present  location  of  the  college,  by 
the  Rev.  Brantly  York,  D.  D.  The  following  year  this  school  was 
moved  to  the  present  site,  a  good  framed  building  erected,  and  a  char- 
ter secured  from  the  Legislature  for  the  institution  under  the  name  of 
Union  Institute.  The  object  of  the  founders  was  to  establish  an  acad- 
emy in  which  their  sons  and  those  of  their  neighbors  might  receive  a 
good  practical  education. 

In  1842  Dr.  York  resigned  the  management  of  the  school,  and  Eev. 
B.  Craven,  then  nineteen  years  old,  was  elected  to  take  charge.  From 
1813  to  1850  the  annual  gross  income  of  the  school  varied  from  $300  to 
$1,800,  the  general  average  being  about  $1,200.  For  this  period  the 
student  attendance  varied  from  28  to  181,  the  average  being  about  105. 

In  January,  1851,  the  institution  was  rechartered,  the  name  being 
changed  to  Normal  College.      By  this  new  charter  the  school  was 

'The  materials  for  this  sketch  are  drawu  from  an  aiUtress  by  Rev.  Dr.  B.  Craven, 
'n  The  Centennial  of  Methodism  in  North  Carolina,  Raleigh,  187G,  an  account  of 
Trinity  College  by  Prof.  J.  E.  Heitman  in  the  Raleigh  Register,  and  data  furnished 
by  Mr.  A.  AV.  Long,  now  graduate  student  in  English  of  the  Johns  Hopkins  University, 
Hudlate  professor  of  history  and  English  literature  in  Trinity  College, 
17037-.No.  2 8 


114 


HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 


brought  under  State  supervision.  The  Governor  of  the  State  was  made 
ex-officio  president  of  the  board  of  trustees,  and  the  superintendent 
of  common  schools,  secretary.  The  object  of  this  connection  was  to 
secure  a  better  grade  of  teachers  for  the  common  schools.  By  a  pro- 
vision of  the  charter  a  certificate  from  the  Kormal  College  was  made 
lawful  evidence  of  qualification  to  teach  in  the  public  schools,  and  no 
further  examination  was  required. 

The  institution  became  very  popular,  and  the  number  of  students 
rapidly  increased.  The  good  results  that  were  expected  from  the  nor- 
mal feature  did  not  follow.  On  the  contrary,  it  worked  harm.  Many 
received  the  normal  certificate  who  were  not  at  all  adequately  qualified 
for  teaching  the  most  elementary  branches,  and  yet  they  were  author- 
ized to  teach  in  any  common  school  in  the  State  which  might  be  open 
to  them.  During  the  normal  period,  1851  to  1859,  the  average  annual 
number  of  matriculations  was  197,  and  the  gross  income  for  the  same 
time  averaged  about  $5,000  per  annum. 


Trinity  Cnlic;;e. 

At  the  annual  session  of  the  Xorth  Carolina  Conference  of  the  Meth- 
odist Episcopal  Church,  South,  held  at  Salisbury,  in  1851,  the  first  con- 
nection between  the  conference  and  this  school  was  formed.  The  trus- 
tees of  the  college  agreed  that  young  men  preparing  for  the  ministry 
should  be  educated  without  charge,  and  in  return  the  conference  in- 
dorsed the  institution  and  annually  appointed  a  visiting  committee. 

In  1853  the  charter  was  amended,  giving  the  college  authority  to  con- 
fer any  and  all  degrees  and  do  all  other  acts  usuallj'  granted  to  literary 
institutions  of  high  grade.  The  trustees  were  loaned  $10,000  from  the 
State  literary  fund,  which  was  used  for  building  purposes. 

The  management  of  the  institution  was  transferred  to  the  North  Car- 
olina Conference  of  the  Methodist  Episcopal  Church,  South,  in  185G. 
This  transfer  was  not  fully  effected  until  1858,  and  in  1859,  by  an  act 


ill 


LEADING  DENOMINATIONAL  COLLEGES.         115 

of  the  Legislature,  tlie  college  was  vested  in  the  Conference,  witb  all  the 
rights  and  privileges  usually  granted  in  such  cases,  the  name  being 
changed  from  Normal  to  Trinit}'  College.  By  this  act  all  connection 
with  the  State  was  severed,  all  normal  features  annulled,  and  the  in- 
stitution placed  on  the  same  footing  as  the  other  denominational  col- 
leges. 

From  1850  to  18G2  the  gross  income  averaged  $7,500  per  annum  and 
the  number  of  students  -Oi.  J)uring  the  War  the  exercises  were  con- 
tinued, but  with  a  constantly  decreasing  number  of  students.  In  18G3 
President  Craven  resigned  and  Prof.  W.  T.  Gannaway  was  placed  in 
charge  as  president p>o  tcnqwre,  which  position  he  held  until  1865.  On 
the  arrival  of  General  Ilardee's  corps  in  the  village  in  April,  18G5,  exer- 
cises were  suspended.  Dr.  Craven  was  re-elected  president  in  18G5,  and 
in  January,  186G,  the  exercises  were  resumed. 

On  November  7,  1882,  the  honored  president  and  founder  of  the  col- 
lege and  one  of  the  foremost  men  in  the  State,  Rev.  Braxton  Craven, 
D.  D.,  LL.  D.,  died.  His  death  was  a  sad  blow  to  the  institution,  and 
it  is  just  beginning  to  recover  from  the  effects.  Prof.  W.  H.  Pegram 
was  appointed  chairman  of  the  faculty  until  the  trustees  could  elect  a 
presiden-t. 

In  1883  the  llev.  M.  L.  Wood,  D.  D.,  became  president.  The  insti- 
tution became  embarrassed,  and  at  the  close  of  the  fall  term  of  1884  Dr. 
Wood  resigned.  The  number  of  students  continued  to  grow  smaller, 
and  many  of  the  friends  of  the  college  were  despondent  as  to  its  future. 
Just  at  this  juncture  three  noble  laymen  of  the  Methodist  Church, 
Messrs.  Julian  S.  Carr,  J.  W.  Alspaugh,  and  James  A.  Gray,  came  for- 
ward and  pro[>osed  to  the  Conference  that  they  Avould  give  $3,000  per 
year,  for  two  years,  for  the  support  of  the  college,  provided  they  should 
be  allowed  to  manage  the  institution  in  their  own  way  (subject  to  the 
general  supervision  of  the  trustees),  and  further  provided  that  the  Con- 
ference would  contribute  $2,500  per  year  as  a  supplement  to  their  contri- 
bution. Their  pro])osition  was  accepted,  and  they  were  constituted  the 
'•  committee  of  management.'" 

President  Wood  and  Prof.  L.  Johnson,  of  the  chair  of  mathematics, 
having  resigned,  the  remaining  members  of  the  faculty  were  retained 
under  the  new  management.  They  were  Prof.  J.  F.  Heitnian,  chair- 
man of  the  faculty  and  chair  of  metaphysics;  Prof.  M.  T.  Gannaway, 
chair  of  Latin  and  French  ;  and  Prof.  W.  II.  Pegram,  chair  of  natural 
science.  ^Ir.  II.  II.  Williams,  A.  M,,  was  elected  professor  of  Greek  and 
German;  Mr.  J.  M.  Bandy,  Ph.  B.,  of  mathematics;  and  'Mr.  A.  W.  Long, 
A.  B.,  of  history  and  English  literature.  Mr.  N.  C.  English,  A.  M.,  was 
elected  professor  of  business  law  and  principal  of  the  preparatory  de- 
partment. 

During  the  two  years  of  this  management,  the  college  took  several 
decided  steps  forward.  The  curriculum  was  broadened,  examinations 
were  made  more  rigid,  and  the  system  of  grading  examination  papers 


116  HISTORY   OF   EDUCATION   IN   NORTH    CAROLINA. 

made  more  strict.    The  number  of  students  increased  from  75  to  146 
and  confidence  in  the  future  of  the  institution  was  restored. 

At  the  close  of  the  session  of  1886-87  the  college  again  came  under 
the  control  of  the  conference.  Two  additions  have  been  made  to  the 
faculty.  Rev.  J.  F.  Gi  owell,  A.  B.  (Yale)  was  elected  president,  and 
Prof.  J.  L.Armstrong  (Randolph-Macon  and  Leipsic),  professor  of  French 
and  German.  Professors  Williams  and  Long  having  resigned  in  order 
to  continue  their  studies,  the  former  at  Yale  and  the  latter  at  Johns 
Hopkins,  Euglish  and  German  were  assigned  to  Professor  Armstrong,  ^ 
Greek  and  metaphysics  to  Professor  Heitman,  and  history  and  theology 
to  President  Crowell.  No  other  changes  were  made  except  that  Mr. 
Julius  Hathcock  was  elected  a  tutor  in  the  preparatory  department. 

The  degrees  conferred  in  course  are  bachelor  of  philosophy,  bachelor 
of  arts,  and  master  of  arts.  Four  years  are  generally  required  for  the 
completion  of  a  course  of  study  leading  to  a  degree.  The  standard 
of  admission  is  about  a  year  below  the  requirements  of  the  State  Uni- 
versity, and  consequently  the  standard  of  graduation  has  been  lower. 
The  new  administration  has  already  taken  steps  to  raise  the  standard  ' 
of  instruction. 

There  are  two  literary  societies — the  Columbian  and  the  Hesperian — 
connected  with  the  institution.  They  publish  a  college  monthly.  Greek 
letter  fraternities  were  at  one  time  permitted,  but  their  influence  being- 
thought  bad,  they  have  been  disbanded  and  are  forbidden  in  the  col- 
lege. The  libraries  of  the  literary  societies  have  recently  been  added 
to  the  college  library,  which  now  numbers  about  ten  thousand  volumes. 
Medals  for  oratory  and  scholarship  are  awarded  annually  by  the  sociC' 
ties  and  friends  of  the  institution. 

Efforts  are  being  made  to  raise  a  liberal  endowment  fund.  One  year 
ago  this  fund  was  only  $6,000;  now  it  is  nearly  $10,000,  and  it  is  ex- 
pected that  it  will  reach  $100,000  by  the  close  of  the  present  year. 

From  the  re-opening  in  1866  to  the  present  time  the  average  attend- 
ance has  been  about  one  hundred  and  fifty.  The  brick  building  has 
been  recently  enlarged.  There  are  now  ample  accommodations  for  two 
hundred  students.  The  college  property,  including  land,  buildings, 
furniture,  and  apparatus,  is  valued  at  $50,000. 

The  number  of  students  now  in  attendance  is  the  largest  the  college 
has  had  in  ten  years.  The  institution  is  stronger  and  more  aggressive 
than  it  has  been  since  the  death  of  its  founder,  and  its  friends  believe 
that  a  bright  and  useful  career  is  opening  up  for  it  in  the  educational 
work  of  North  Carolina. 


1    ni   « 1   Ji    '  r      n 


CHAPTER  V. 

THE  HIGHER  FEMALE  EDUCATIO]^. 

FEMALE    SCHOOLS. 

The  State  has  never  made  the  least  provision  for  the  higher  female 
ediicatioi),  and  it  was  not  until  the  beginning  of  the  present  century 
that  organized  individual  or  denominational  effort  was  made  to  estab- 
lish female  schools. 

In  the  promotion  of  the  higher  education,  as  well  as  of  primary  edu- 
cation, the  best  results  can  not,  as  a  rule,  be  attained  by  individual  or 
denominational  endeavor  operating  without  State  competition,  and  so 
at  no  time  have  the  girls  of  North  Carolina  had  opportunities  for  intel- 
lectual development  equal  to  those  provided  for  the  boys.  The  reason 
for  this  is  that  few  individuals  or  denominations  can  provide  for  an  in- 
stitution so  munificently  as  can  a  State,  and  if  able,  some  stimulus  is 
generally  necessary  to  induce  them  to  do  it.  The  male  colleges  have 
always  had  the  State  University  to  quicken  them  to  emulation,  and  in 
their  efibrts  to  surpass  it  in  equipment  and  in  the  character  of  the  in- 
struction ottered,  steady  growth  and  development  have  resulted. 

The  first  and  best  of  the  early  female  schools  was  the  Salem  Female 
Academy,  founded  by  the  Moravians  in  1802,  an  account  of  which  is 
given  in  this  connection.  Other  female  schools  which  flourished  before 
the  late  Civil  War,  and  still  exist,  are  St.  Marv's  School  (Episcopal), 
Raleigh,  Wake  County,  established  1842;  Greensborough  Female  College 
(Methodist  Episcopal,  South),  Grjeensborough,  Guilford  County,  18i6; 
Chowan  Baptist  Female  Institute  (Baptist),  Murfreesboro',  Chowan 
County,  1848;  Thomasville  Female  College,  Thomasville,  Davidson 
County,  1849;  Asheville  Female  College  (Methodist  Episcopal,  South), 
Asheville,  Buncombe  County,  1850;  Wesleyan  Female  College,  Mur- 
freesboro',  Chowan  County,  1853;  Charlotte  Female  Institute  (Presby- 
terian), Charlotte,  Mecklenburgh  County,  1857  ;_S£Ject  Boarding  and  Day 
School,  Hillsborough,  Orange  County,  1857;  Davenport  Female  College, 
Lenoir,  Caldwell  County,  1858;  Mt.  Pleasant  Female  Seminary  (Ev. 
Lutheran),  Mt.  Pleasant,  Cabarrus  County,  1858.  Of  those  that  no 
longer  exist  the  following  were  prominent :  Lochiel,  near  Hillsborough, 
Orange  County,  opened  and  conducted  for  a  while  by  Walker  Anderson, 
at  one  time  a  professor  in  the  University  of  North  Carolina,  and  later 
chief-justice  of  Florida ;  Rock  Rest,  near  Haw  River,  Alamance  County, 
afterwards  removed  to  Pittsborough,  Chatham  County;  Edgeworth  Sem- 
inary, Greensborough,  Guilford  County,  established  under  the  auspices  of 
(xovernor  John  M.  Morehead ;  Floral  Female  College,  Shoe  Heel,  Robesou 

117 


118  HISTORY   OF   EDUCATION   IN   NOETH   CAROLINA. 

County;  and  female  schools  at  Williamston,  Granville  County;  War- 
reuton,  Warren  County;  ami  Milton,  Caswell  County. 

The  following  institutions  have  been  recently  established:  Peace  In- 
stitute, Ealeigb,  Wake  County,  1872;  Shelby  Female  College,  Shelby, 
Cleveland  County  ;  Mt.  St.  Joseph  College  (Roman  Catholic),  Hickory, 
Catawba  County,  1880;  Claremont  Female  College,  Hickory,  1880; 
Statesville  Female  College,  Statesville,  Iredell  County,  1883.  Other  in- 
stitutions of  merit  might  be  mentioned,  for  nearly  every  town  in  the 
State  of  any  size  has  its  female  academy. 

The  following  sketches  of  the  leading  female  schools,  given  in  the  or- 
der of  their  establishment,  will  show  the  character  of  the  provision 
made  for  the  higher  education  of  women  in  IJforth  Carolina. 

SALEM  FEMALE  ACADEMY. 

The  Salem  Female  Academy,  so  well  and  favorably  known  through-  , 
out  the  South,  is  located  at  Salem,  Forsyth  County,  in  the  north-western 
part  of  the  State.  The  property  of  the  institution  is  valued  at  $200,000. 
Salem  is  situated  immediately  adjacent  to  Winston,  and  they  are  often 
called  the  "  twin  cities."  These  towns  are  in  the  midst  of  a  rolling, 
woodland  country,  among  the  foot-hills  of  the  Blue  Eidge,  at  an  eleva- 
tion of  about  1,000  feet  above  the  level  of  the  sea. 

This  school  "  is  one  of  the  five  institutions  of  higher  learning  in  the 
United  States  which  are  the  property  of  the  American  Moravian 
Church,  and. are  conducted  under  the  sujiervisiou  of  the  executive  : 
boards  of  its  provinces,  North  and  South.  The  first  Moravian  board- 
ing schools  in  this  country  were  institutions  in  which  the  children  of 
the  church  were  educated.  As  their  parents,  by  reason  of  the  respon- 
sibilities incurred  in  their  missionary  enterprises,  were  incapacitated 
for  providing  for  these  children,  their  education  and  maintenance  de- 
volved entirely  upon  the  church.  The  sons  and  daughters  of  both  lay-  ; 
men  and  clergymen  were  accordingly  iilaced  at  schools,  whose  govern- 
ment, domestic  arrangements,  and  routine  life  closely  resembled  those  of 
the  family,  and  were,  in  fact,  designed  as  far  as  possible  to  compensate  i 
their  pupils  for  the  loss  of  home.  Parental  training,  thorough  instruc- 
tion in  useful  knowledge,  and  scrupulous  attention  to  religious  culture 
were  characteristics  of  those  early  schools,  and  are  still  the  maiji  feat- 
ures of  the  modern  schools  of  which  they  were  the  precursors." 

The  following  facts  concerning  the  academy  were  furnished  the  writer 
by  Eev.  Edward  Eondthaler,  D.  D.,  one  of  the  principals.  Visitors  in  > 
Salem  toward  the  close  of  the  last  centur^^  were  often  impressed  with 
the  superior  educational  facilities  enjoyed  by  the  Moravian  youth  of 
this  small  town,  and  expressed  the  desire  that  their  children  might  be- 
come partakers  in  their  advantages.  Thus  the  impulse  was  awakened 
in  the  minds  of  some  of  the  Moravian  people  to  serve  God  by  minis- 
tering to  the  educational  needs  of  the  South.  A  work  for  girls  was  : 
accordingly  devised  under  the  direction  of  an  experienced  educator, 


HIGHER   FEMALE    EDUCATION.  119 

Bisbop  Eeicbol,  who  had  been  the  founder  of  a  similar  institution  for 
boys  in  the  North. 

All  the  conditions  of  such  an  enterprise  needed  to  bo  supplied  de  novo 
and  out  of  small  means.  Several  years  were  thus  occupied.  Eev. 
Samuel  Kramsch,  a  gentleman  of  tine  scholastic  culture,  was  appointed 
principal  on  October  31,  1802.  Several  ladies  were  selected  as  assist- 
ants. On  October  5,  1S03,  the  corner-stone  of  a  new  building  was  laid 
with  appropriate  ceremonies.  The  spirit  which  animated  the  founders 
appeared  in  the  corner-stone  document,  which  stated  that  the  stone 
was  laid  •'  with  fervent  prayer  to  our  Lord,  that  by  the  school  to  be 
established  in  this  house,  His  Name  may  be  glorified,  His  Kingdom  of 
Grace  bo  enlarged  in  this  country,  and  the  salvation  of  souls  of  those 
who  shall  be  educated  therein  be  promoted."  This  prayer  has  been 
fnltilled  during  four-score  years  to  a  degree  which  the  founders  could 
not  have  anticipated. 

On  May  10,  1804,  the  first  pupils  came  from  abroad.  The  curriculum 
at  that  time  was  as  follows :  Eeadiug,  grammar,  writing,  arithmetic, 
history,  geography,  German,  i)laiu  needle-work,  music,  drawing,  and 
ornamental  needlework.  Admittance  was  limited  to  the  years  between 
eight  and  twelve,  and  the  stay  terminated  at  the  age  of  fifteen  years. 
Gradually  the  number  of  pupils  increased  until  every  State  in  the  South 
was  represented,  and  some  of  them  very  largely.  The  curriculum  was 
enlarged,  until  in  the  "  select  class"  a  fair  collegiate  course  was  enjoyed 
without  graduation,  however.  The  academy  was  only  iucorijorated  at 
a  late  date— February  3,  1S6G — and  its  first  diploma  of  graduation  was 
conferred  in  1877. 

The  new  academy  building  was  erected  1854-56,  during  the  principal- 
ship  of  the  widely  known  and  revered  Eev.  Eobert  do  Schweinitz. 
There  were  at  that  time  21G  boarding  pupils,  the  largest  number  until 
theyears  of  the  Civil  War,  when  the  school  was  overcrowded  with  pupils 
sent  as  much  for  shelter  and  protection  as  for  education. 

The  whole  number  of  aluinna?,  not  including  day  pupils,  has  been  be- 
tween six  and  seven  thousand.  The  number  of  graduates  since  1877 
is  153. 

The  school  is  regularly  graded,  with  a  four  years'  mathematical  and 
classical  course.  Special  advantages  are  offered  in  music,  painting,  draw- 
ing, and  needle-work.  A  commercial  course  is  also  i^rovided.  Tech- 
nically, it  belongs  to  the  preparatory  schools,  its  object  being  to  carry 
its  pupils  to  the  standard  of  entrance  required  at  Vassar,  Wellesley,  or 
Smith  Colleges. 

The  corps  of  instructors  at  this  time  numbers  20.  During  the  session 
of  1880-87  there  jvere  222  students  in  attendance,  representing  eleven 
States. 

The  influence  of  the  Salem  Female  Academy  has  been  wide-spread. 
For  many  years  it  was  the  only  institution  of  repute  in  the  South  for 
female  education.     Its  pupils  have,  therefore,  been  unusually  well  rep- 


120  HISTORY    OF   EDUCATION    IN    NORTH    CAROLINA. 

resented  in  the  leading  families  of  the  South.  A  great  many  of  its 
alumnge  have  become  teachers  and  heads  of  seminaries  and  academies, 
carrying  the  thorough  and  painistaking  methods  of  this  school  into  their 
own  iustitntious.  It  is  probably  owing  to  the  influence  of  the  Salem 
Academy  that  preparatory  institutions  for  the  education  of  girls  are 
more  numerous  in  the  South,  and,  as  a  rule,  better  equipped  than  are 
similar  institutions  for  boys. 

ST.  MARY'S   SCHOOL. 

This  institution  is  located  at  Ealeigh,  the  capital  of  the  State.  The 
buildings,  six  in  number,  are  located  in  an  oak  grove  of  20  acres,  on 
elevated  ground,  a  mile  from  the  State  capitol.  Three  of  the  buildings  J| 
are  of  brick,  two  of  stone,  and  one  of  wood.  They  are  admirably  ar- 
ranged for  school  ijurposes  and  are  furnished  with  modern  improve-' 
ments.  The  school  was  founded  in  1842,  under  the  auspices  of  the 
Episcopal  Church  in  North  Carolina,  and  has  operated  continuously 
since. 

The  Et.  Eev.  Theodore  E.  Lyman,  D.  D.,  is  visitor  of  the  school ;  the 
Eev.  Bennett  Smedes,  A.  M.,  principal  and  rector,  and  Miss  M.  E.  J. 
Czarmonska,  lady  principal.  The  academic  staff  numbers  16  teachers, 
and  from  February,  1886,  to  Februar^-^,  1887,  there  were  197  students 
from  nine  States  in  attendance. 

The  school  is  divided  into  primary,  preparatory,  and  academic  de- 
partments. In  the  primary  department  the  best  features  of  the  kinder 
garten  system  are  retained,  while  those  suited  only  to  the  nursery  are 
discarded.  Three  years  are  required  to  complete  the  preparatory 
course.  The  academic  course  is  arranged  for  five  years,  but  if  accom- 
X)lishments  are  added  more  time  is  needed  to  complete  it.  The  courses 
in  French  and  German  are  each  fi^ve  years,  and  those  languages  are 
taught  with  much  thoroughness.  The  department  of  music  is  one  of 
the  noted  features  of  this  school.  It  is  uiider  the  direction  of  Dr.  Au- 
guste  Klirsteiner,  and  the  system  pursued  is  modelled  after  that  of  the 
Leipzig  Conservatory. 

GREENSBOROTJGH  FEMALE   COLLEaE. 

The  college  building,  a  magnificent  brick  structure,  is  located  near 
the  western  limits  of  Greensborough,  in  the  center  of  a  beautiful  park 
of  40  acres.  Greensborough  is  in  the  central  part  of  the  State,  and  is 
noted  for  the  intelligence  and  social  refinement  of  its  citizen 

In  1837  the  trustees  of  the  Greensborough  Female  School  sent  a  p& 
tition  to  the  Virginia  Conference  of  the  Methodist  Episcopal  Church, 
asking  that  a  female  college,  under  the  auspices  of  the  denomination 
be  established  at  Greensborough.  It  was  in  this  year  that  the  North 
Carolina  Conference  began  its  separate  existence.  The  petition  was  re 
ferred  to  a  committee,  which  reported  favorably,  and  in  1838  the  Nortl 
Carolina  Conference  secured  a  charter  for  the  institution  from  the  Stat^ 
Legislature, 


HIGHER  FEMALE  EDUCATION.  121 

This  is  the  first  female  college  chartered  ia  North  Carolina,  and,  with 
the  exception  of  the  Weslej'an  Female  College  at  Macon,  Georgia,  the 
tirst  .south  of  the  Potomac. 

A  >site  Ibi  the  institution,  consisting  of  40  acres,  was  secured,  and  in 
September,  1S43,  the  corner-stone  of  the  college  building  was  laid. 
This  building,  costing  about  $20,000,  was  completed  in  the  summer  of 
1845. 

In  1840  the  institution  was  opened  for  students,  with  the  Rev.  Solo- 
mon Lea  as  president.  Mr.  Lea  resigned  in  December,  1847,  and  was 
succeeded  by  the  late  Rev.  Albert  M.  Shipp,  D.  D.,  afterwards  profes- 
sor iuYanderbilt  University,  Tennessee.  In  1850  the  Rev.  Charles  F. 
Deems,  at  that  time  a  j)rofessor  in  the  University  of  North  Carolina  and 
now  jiastor  of  the  Church  of  the  Strangers,  in  New  York  City,  became 
president,  who  in  turn  was  succeeded  by  Rev.  T.  M.  Jones,  D.  D..  in  1854. 

Owing  to  the  large  attendance  the  building  was  enlarged  in  1856, 
and  again  in  1859.  The  building  was  burned  August  9,  1863,  and  the 
War  prevented  the  immediate  rebuilding. 

In  1869  a  new  charter  was  secured  for  the  institution,  and  a  board  of 
trustees  was  elected  in  1870.  The  present  school  building  was  com- 
menced in  1871,  and  on  August  27,  1873,  the  college  was  opened  with 
9  teachers,  and,  under  the  presidency  of  Doctor  Jones,  has  continued  iu 
successful  operation  since. 

A  i)reparatory  course,  and  a  collegiate  course  requiring  four  years 
are  provided.  The  faculty  at  this  time  numbers  15,  and  during  the 
session  of  1880-87  there  were  186  students,  representing  six  States,  in 
attendance. 

CHOWAN  BAPTIST  FEMALE  INSTITUTE. 

The  Chowan  Baptist  Female  Institute  is  located  at  Murfreesborough, 
Chowan  County,  in  the  north-eastern  part  of  the  State.  The  campus, 
embracing  28  acres,  is  a  beautiful  place.  This  institution  is  the  pride 
of  eastern  Carolina,  and  is  one  of  the  best  equipped  and  most  thorough 
in  the  State.  Its  history  is  interesting  as  a  successful  denominational 
eftbrt  in  behalf  of  the  higher  female  education. 

In  1848  the  Bertie  Union  Meeting  (Baptist),  embracing  the  counties 
of  Northami)ton,  Hertford,  and  Bertie,  recognizing  the  need  for  female 
education,  sent  a  communication  to  the  Chowan  Baptist  Association 
asking  that  a  high  school  for  girls  be  established  by  the  association. 

This  request  was  acted  upon  favorably,  and  trustees  were  appointed 
with  instructions  to  make  arrangements  for  such  a  school. 

The  trustees  purchased  and  fitted  up  a  house  and  lot  in  Murfrees- 
borough at  a  cost  of  $1,225.  The  school  was  formally  opened  October 
11,  1848,  with  the  Rev.  A.  McDowell,  D.  D.,  of  South  Carolina,  a  grad- 
uate of  "Wake  Forest  College,  as  principal.  In  1849  small-pox  in  the 
town  necessitated  the  suspension  of  the  school,  but  work  was  resumed 
the  following  month,  with  Rev.  M,  R.  Forey  as  principal. 


122  HISTOEY    OF    EDUCATION    IN    NORTH    CAROLINA. 

The  rapidly  growing  patronage  of  the  school  made  it  necessary  to 
have  larger  buildings.  So  encouraging  was  the  outlook  that  in  1851  a 
joint  stock  company  took  charge  of  the  school,  selected  a  new  site, 
and  contracted  for  the  large  and  handsome  brick  building  now  occu- 
pied, which  was  completed  the  following  year.  The  projDerty  at  that 
time  was  estimated  at  $35,000,  but  with  the  improvements  whicli  have 
since  been  added  it  is  valued  at  more  than  $50,000.  The  funds  were 
contributed  principally  by  the  Chowan  Association,  though  other  as- 
sociations, especially  the  Portsmouth  (Va.)  Association,  aided  hand- 
somely. With  its  enlarged  facilities  the  institution  was  soon  filled 
with  young  ladies  from  the  States  of  North  Carolina,  Virginia,  South 
Carolina,  Alabama,  Mississippi,  Georgia,  Texas,  Maryland,  and  New 
York,  and  the  District  of  Columbia. 

Eev.  Mr.  Forey  was  succeeded  in  tlie  principalship  by  Eev.  William 
Hooper^  D.  D.,  LL.  D.,  in  1854.  The  institute  continued  its  work 
throughout  the  War,  although  it  was  not  far  from  the  scene  of  active 
military  operations. 

In  1862  Dr.  Hooper  resigned  and  Dr.  A.  McDowell,  who  had  returned 
to  the  institution  in  1855  as  professor  of  mathematics  and  natural 
science,  was  elected  president. 

In  1878  the  joint  stock  company  gave  the  institute  to  the  Baptist  de- 
nomination. Although  there  are  other  Baptist  schools  in  tha  State 
conducted  by  individuals,  this  is  the  only  school  property  devoted  to 
female  education  held  by  the  denomination. 

On  May  27, 1881,  Dr.  McDowell  died.  Prof.  John  B.  Brewer,  at  thaf 
time  president  of  the  Wilson  Collegiate  Seminary  for  young  ladies, 
was  elected  to  the  presidency,  and  assumed  the  duties  of  the  position 
in  Ootober,  1881.  President  Brewer  is  one  of  the  foremost  educators  in 
the  State.  He  is  a  graduate  of  Wake  Forest  College,  and  has  associated 
with  him  8  teachers  from  some  of  the  best  schools  of  our  country. 
There  are  two  departments — the  prex)aratory,  requiring  two  years,  and 
the  collegiate,  requiring  four  years,  for  completion.  Since  its  founda- 
tion the  average  attendance  at  this  school  has  been  about  100,  nearly 
all  of  whom  were  boarders.  As  an  evidence  of  its  prosperity  it  may 
be  well  to  add  that  the  present  building  is  soon  to  be  greatly  enlarged 
to  meet  the  increasing  demand  for  room. 

THOMASVILLE  FEMALE  OOLLEGB. 

This  institution  is  located  at  Thomasville,  in  Davidson  County,  neari 
the  centre  of  the  State.  It  was  established  in  1849,  by  Mrs.  Charles 
Mock,  and  was  called  Silva  Grove  Female  Seminary.  During  the  preS' 
idency  of  Rev.  Charles  F.  Deems,  D.  D.,  who  was  prominent  in  educa 
tioual  work  iu  North  Carolina  before  the  war,  and  is  at  this  time  a  well 
known  pastor  in  New  York  City,  it  was  chartered  by  the  Legislature,  in 
1855,  as  Glen  Anna  Female  Seminary.  Soon  after  this  the  school  came 
under  the  management  of  Mr.  John  W.  Thomas,  who  placed  it  on  a  bet 


HIGHER    FEMALE    EDUCATION.  123 

ter  basis  by  erecting  a  large  four-story  brick  building  and  equipping  it 
for  school  purposes.  At  the  outbreak  of  the  War  the  attendance  num- 
bered oue  hundred  and  fifty  young  ladies,  from  several  of  the  Southern 
States.  The  exercises  were  continued  during  the  War.  In  18G7  the 
name  of  the  institution  was  changed  by  act  of  the  Legislature  to  Thora- 
asville  Female  College.  After  the  death  of  Mr.  Thomas,  in  1873,  the 
institution  was  closed  for  a  year  and  a  half.  In  1874  the  property  was 
purchased  by  Prof.  n.  W.  Keiuhart,  of  Kichmond  College,  and  the 
school  re-opened.  In  1879  a  large  addition  was  made  to  the  building, 
making  it  one  of  the  largest  and  most  attractive  school  buildings  in 
the  State.  In  1885  the  Rev.  J.  N.  Stallings,  an  alumnus  of  the  Uni- 
versity of  Xorth  Carolina,  became  principal.  The  institution  is  divided 
into  primary,  preparatory,  collegiate,  ornamental,  and  domestic  dejiart- 
ments.  The  corps  of  instructors  numbers  nine,  and  the  catalogue  for 
188G-87  shows  a  student  attendance  of  eighty-three. 

PEACE  INSTITUTE. 

This  institution  is  situated  at  Ealeigh,  about  one  mile  from  the  State 
capitol.  The  grounds  comprise  8  acres,  artistically  laid  out  and  admir- 
ably suited  for  exercise  and  amusement.  The  main  building,  costing 
more  than  $40,000,  is  lighted  by  gas  and  electricity,  and  is  heated  by 
steam.  It  is  claimed  that  it  is  the  largest  and  best  equipped  school 
building  in  the  State. 

In  1857  the  plan  of  having  a  school  of  high  grade  for  young  ladies,  at 
the  State  capital,  was  discussed  by  many  prominent  men  in  the  Ilforth 
Carolina  Synod  of  the  Presbj'terian  Church.  Steps  were  taken  to  es- 
tablish such  a  school,  William  Peace,  an  elder  in  the  Ealeigh  Presby- 
terian Church,  heading  the  subscription  list  with  $10,000,  and  it  is  in 
his  honor  that  the  school  is  called  Peace  Institute. 

Presbyterians  throughout  the  State  contributed  liberally,  and  in  1858 
the  erection  of  a  building  was  commenced. 

The  War  prevented  the  opening  of  the  school,  and  the  Confederate 
government  took  charge  of  the  building  for  hospital  i^urposes.  After 
the  fall  of  the  Confederacy,  the  Federal  authorities  took  possession  and 
used  it  for  ihe  Freedmen's  Bureau.  When  the  directors  again  got  con- 
trol of  the  property  it  was  in  such  a  condition  that  they  almost  despaired 
of  putting  it  in  a  suitable  condition  for  school  purposes,  and  were  on 
the  point  of  selling  it  to  Rev.  Dr.  Tupi)er,  president  of  Shaw  University, 
for  the  use  of  a  colored  school,  but  some  friends  came  forward  and  con- 
tributed sufficient  funds  to  enable  the  directors  to  make  the  necessary 
•epairs,  and  the  building  was  made  ready  for  the  school. 

In  1872  the  property  was  leased  to  Rev.  R.  Burwell,  D.  D.,  and  his 
Isou,  John  B.  Burwell,  A.  M.,  at  that  time  principals  of  the  Charlotte 
iFemale  Institute,  and  since  then  it  has  been  under  their  direction. 

Dr.  Burwell  has  probably  been  connected  longer  with  institutions  for 
girls  than  any  other  educator  in  the  State.     In  1837  he  opened  a  female 


124  HISTORY    OF    EDUCATION   IN   NORTH    CAROLINA. 

school  in  Hillsboro'.  In  1857  tbis  school  was  removed  to  Charlotte, 
where  it  was  kliowu  as  the  Charlotte  Female  Institute.  This  institu- 
tion is  still  one  of  the  best  female  schools  in  the  State.  He  continued 
the  management  of  this  school  until  his  removal  to  Raleigh,  in  1872. 

The  growth  of  Peace  Institute  has  been  steady.  The  corps  of  in- 
structors numbers  fifteen,  and  during  the  past  five  years  the  average 
enrolment  has  been  over  200  students,  representing  more  than  half  a 
dozen  States.  Instruction  is  given  in  the  following  departments :  Col- 
legiate, normal,  primary,  and  kindergarten,  music,  and  fine  arts.  In 
thoroughness  and  equipment  it  stands  second  to  no  female  school  in  the 
South. 

OXFORD  FEMALE   SEMINARY. 

The  seat  of  this  seminary  is  Oxford,  Granville  County,  in  the  north- 
ern part  of  the  State. 

This  institution  is  the  continuation  of  the  Ealeigh  Female  Seminary, 
which  was  established  in  Ealeigh,  about  1870,  by  the  Eev.  William 
Eoyall,  D,  D.,  now  a  professor  in  Wake  Forest  College,  and  one  of  the 
most  learned  men  in  the  State.  After  the  resignation  of  Dr.  Eoyall, 
Prof.  F.  P.  Hobgood  became  president,  and  in  1880  he  moved  the  insti 
tution  to  Oxford,  changing  the  name  to  Oxford  Female  Seminary. 

The  buildings  of  the  Oxford  Female  Seminary,  which  were  erected 
about  1850,  were  remodeled  in  1880  at  a  cost  of  $4,500.  Since  that 
time  about  $5,000  additional  have  been  spent  in  building  and  repairs., 
The  school  grounds  are  about  four  acres,  beautifully  laid  out. 

The  course  of  study  comprises  a  ijreparatory  and  a  collegiate  depart 
ment.  There  are  nine  teachers  in  the  faculty,  representing  the  Univer- 
sity of  Virginia,  the  Stuttgart  Couservatoryy  Cooper  Institute,  and 
other  well-known  institutions  of  learning  and  art.  During  the  session 
of  1885-86  there  were  one  hundred  and  thirty-seven  students  enrolled, 
an  increase  on  any  previous  year. 

GENERAL   CHARACTERISTICS. 

North  Carolina  has  no  Yassar  or  Bryn  Mawr.    The  reason  is  obvious. 
With  one  or  two  exceptions  all  of  the  female  schools  are  owned  and 
directed  by  the  principals.    They  can  not  be  blamed  for  managing  them 
in  such  a  way  as  will  remunerate  them  most,  just  as  merchants  and 
manufacturers  manage  their  affairs.    It  is  to  be  expected  that  they  will 
add  improvements,  extend  their  curricula,  and  secure  tbe  best  teachers 
only  as  they  are  forced  to  do  so  by  rival  institutions  or  the  demands  of  j 
public  sentiment.    Owing  to  the  fact  that  none  of  these  institutions  are 
endowed,  nor  receive  any  income  from  any  source  other  than  from  the 
pupils,  they  can  not  reach  the  highest  degree  of  efficiency.    It  is  wella 
known  that  at  the  best  colleges  and  universities  of  this  country  only  a  « 
small  fraction  of  the  expenses  are  met  by  the  fees  from  students.    Until 
there  is  in  the  State  a  well  endowed  female  college  it  can  not  be  expect© 


HIGHER    FEMALE    EDUCATION. 


125 


that  the  quality  of  the  higher  female  education  will  be  equal  to  that 
provided  in  most  of  the  Northern  States. 

But  it  must  not  be  judged  from  the  above  that  North  Carolina  has 
no  good  female  schools,  nor  that  they  are  managed  wholly  on  seltisli 
l)riucii)les.  The  princii)als  of  these  schools  are  men  of  liberal  culture, 
devoted  to  their  profession,  and  with  the  means  at  their  dis])osal  they 
deserve  great  credit  for  having  placed  the  standard  of  instruction  as 
high  as  it  is. 

A  well  known  professor  in  one  of  the  leading  female  schools  says  that 
"  the  higher  female  education  in  North  Carolina  is  not  high."  But  while; 
the  courses  of  study  in  the  female  schools  are  not  very  extended,  yet 
the  instruction  given,  as  far  as  it  goes,  is  thorough.  Most  of  these  in- 
stitutions give  from  three  to  five  years'  courses  in  Latin,  French,  Ger- 
man, history,  English  language  and  literature,  the  natural  sciences,  and 
mathematics  as  far  as  and  including  trigonometry. 

The  following  schedule  of  classes  and  studies  required  at  Peace  In- 
stitute will  give  a  fair  and  comprehensive  view  of  the  extent  and  char- 
acter of  the  subjects  taught  in  the  collegiate  departments  of  the  lead- 
ing female  schools  in  the  State,  for  in  the  main  their  curricula  are 
about  the  same : 


1                                            1 

FiusT  Class.                                                 Secoxu  Class. 

Fimt  t^rm,  twenty      Second  term,  twenty      First  tfrm,  tirrnty      Sfcond  term,  twenty  1 
week*.                             ireeKg.                             ircrls.               1               n'reks. 

Higher  lessons  in  1    Higher  lessons  Id             Grammatical 

'Engli.sh.*             English  completed.               analysis. 
Heading  ami  spell-  '        Elocution  and               Elocution  and 
ing.i               1            spelling.             1            spelling. 

English  synonymes. 
Elocuticin  and 
spelling.              [ 

1 

Arithmetic  toper-             Arithmetic                   ,     ,                                    Algebra 

Algebra  begun. 
centage.                       completed.                                                  1          completed. 

I'll 

First  lessons  in               t.i.     •  i    '            i     >t  ^      ,  >.•  x        .             «,.     •                  1 
rhysiologj'.         1     Natural  history.  *             Phy.sics.              ; 
ootani'. 

History  of  the           „_          ..  r-     ,      , 
^  .     ,„                   Ilistorv  of  England. 
Tnited  States. 

Ancient  liiatori'      i      Ancient  history 
commenced.         ]          completed.            , 

Latin  grammar  and 

Cicsar. 
reader. 

.Sallust.              ;             Virgil. 

1 

French  grammar. 

French  grammar.            Heading  from  ■ 

1                                              ditlVrent  authors. 

Grammar.                  ..,     ,. 
_      ,.       „              i        Reading  from 
Reading  from        1     ,.  ,. 
,._                  ,             1     ditlerent  authors, 
different  authors.           ^               . 

I       Composition  or 
Composition  or 

letters, 
letters. 

„                                 1  German    grammar. 
German  grammar.           ^        , ,  , 

Nprachlehrer. 

1 
i 

Sprachlebrer 

1  leading  from 
rontinued. 
„             .  .                    different  authors. 
Compositions. 

126 


HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 


Junior  Class. 

Senior  Clash. 

First  term,  tivcnty 
weeks. 

Second  term,  twenty      First  term,  twenty 
weeks.               \              weeks. 

Second  term,  twenty  | 
weeks. 

Rhetoric 

and  composition 

commenced. 

Elocution. 

Rhetoric            i 
and  composition          English  literature               Principles 

completed.                  and  elocution.                of  criticism.          j 
Elocution. 

Geometry. 

Trigonometry, 
plane.; 

Trigonometry,                  Arithmetic 
spherical,  t                      reviewed. 

Chemistry. 

Geology. 

_,      .     ,                ,            Astronomy  and 
Physical  geography. 

liistory  of  science. 

General  history 
commenced. 

General  history 
completed. 

j    Moral  philosophy 
Mental  philosophy.        and  evidences  of 
!         Christianity. 

Cicero.                Horace  commenced. 

Horace  completed.                   Livy. 

Grammar 

Larousse. 

Fables    de   Lafon- 

taine. 

Composition. 

Grammar 

Larousse. 

Littcrature  contem- 

poraine. 

Compositions. 

Eutretiens     sur    la 

G  rammaire. 

iloliere. 

Compo.'sitious. 

Littcrature 

classique. 

Raciue. 

Selections  from  the 

classics. 

Compositions. 

"Weber's  Literature. 
Compo.sitious. 

Hayes'  Grammar. 
Compositions. 

Goethe. 
•Schiller. 

*A11  pupils  are  required  to  take  these  school.s;  the  lest  elective. 

t  Spelling  and  dictation  exercises  through  second  year. 

J  In  lieu  of  these,  book-keeping  and  advanced  arithmetic  can  be  taken. 

The  charges  for  board  and  tuition  in  the  regular  course  as  represented 
above,  in  the  leading  female  schools  of  the  State,  amount  to  about  $250 
per  annum. 

Nearly  all  the  institutions  of  which  accounts  have  been  given  provide 
good  courses  in  vocal  and  instrumental  music,  in  pastel,  charcoal,  and 
crayon  drawing,  and  in  oil  and  water-color  painting,  for  which  extra 
charges  are  made.  Odc  criticism  of  the  higher  education  provided  for 
young  ladies  in  North  Carolina  is  that  more  attention  is  given  to  the 
attainment  of  these  accomplishments  than  to  the  acquirement  of  a  sub- 
stantial education.  A  professor  in  one  of  these  schools  writes:  "It  seems 
to  me  that  the  more  cultured  (?)  of  our  people  care  less  for  a  substantial 
education  for  their  girls  than  the  masses  do.  Poverty  aud  necessity 
are  driving  us  from  the  heathenish  notion  that  all  the  preparation  a 
woman  needs  for  the  battle  of  life  is  a  delicate  body,  a  pretty  face,  and 
a  musical  voice." 


IIIOnER    FEMALE    EDUCATION.  127 

The  leading  institutions  Lave  libraries  varying  I'rom  five  hundred  to 
two  thousand  volumes.  As  a  rule  their  stock  of  scientific  apparatus  is 
small  and  insufficient.     The  great  need  of  all  these  schools  is  funds. 

The  cheapest  and  best  waj'  to  educate  the  next  generation  is  to  edu- 
cate every  girl  of  the  present  one.  The  mother  gives  more  education 
tliat  is  of  practical  effect  in  life  than  all  the  teachers.  It  has  been  well 
said  that  "the  physical,  mental,  and  moral  muscles  of  a  child  are  be- 
"iinning  to  harden  before  he  ever  gets  into  the  hands  of  a  teacher.''  A 
better  and  more  healthful  sentiment  in  regard  to  the  education  of  women 
is  growing  up  in  the  Old  North  State,  which,  it  is  hoped,  will  soon  de- 
velop itself  in  a  practical  way.  * 


CHAPTER  VL 

SECOND AET  INSTRUCTION. 

GENERAL   CRITICAL   SURVEY. 

Schools  for  secondary  instruction  are  numerous,  but  it  is  impossible 
to  collect  full  and  reliable  statistics  concerning  them.  The  State  sujjer- 
intendent  of  public  instruction  informs  the  writer  that  he  does  not  know 
the  number  of  private  schools  in  the  State,  and  that  no  provision  is 
made  for  collecting  information  concerning  them.  The  reports  which 
they  make  to  the  United  States  Commissioner  of  Education  are  meagre 
and  unsatisfactory,  and  private  individual  eifort  to  reach  them  has 
proved  unsuccessful. 

A  stranger  reading  their  catalogues  and  announcements  might  be  led 
to  suppose  that  many  of  them  offer  advantages  for  study  superior  to 
those  of  Phillips  Exeter,  and  other  excellent  fitting  schools  in  the  East, 
but  to  one  who  has  had  an  insight  into  their  management  and  is  ac- 
quainted with  their  workings  such  a  sujiposition  is  impossible. 

The  first  criticism  that  the  writer  would  urge  is  that  they  undertake 
too  much.  Some  of  these  schools  endeavor  to  offer  the  advantages  of 
a  college,  while  many  of  the  so-called  colleges  are  in  reality  secondary 
schools,  but  in  attempting  to  place  themselves  on  a  higher  plane  than 
they  are  fitted  to  occupy  they  lose  in  thoroughness  and  efficiency. 

As  a  rule,  no  well  ordered  system  of  study  and  student  advancement 
are  provided  in  these  schools,  though  there  are  several  notable  excep- 
tions to  which  reference  will  be  made.  The  most  noticeable  defect  in 
the  educational  system  (if  system  it  may  be  called)  is  in  the  primary 
training  of  the  pupil.  Proper  attention  is  not  given  to  the  ground- 
work of  his  education.  He  is  advanced  from  the  primary  to  the  pre- 
paratory department  before  the  essential  rudiments  of  an  education  have 
been  mastered.  The  charge  for  annual  tuition  is  determined  by  the  stu- 
dent's grade;  the  schools  are  private  property;  the  teachers  are  am- 
bitious ;  the  result  is  that  it  is  not  infrequent  that  the  child  is  assigned 
work  beyond  his  capacity.  Parents  as  well  as  teachers  are  to  be 
blamed  for  this.  Many  regard  their  children  as  intellectual  prodigies 
and  are  dissatisfied  if  they  are  not  rapidly  promoted  in  school.  In 
their  eyes  he  is  the  best  teacher  who  advances  (?)  his  pupils  fastest.  If 
he  attempts  to  hold  the  child  to  primary  work  longer  than  the  parents, 
think  necessary,  they  withdraw  their  patronage  and  send  to  one  who' 
will  gratify  their  vanity.  It  is  pleasing  to  the  pupil  to  be  advanced 
rapidly  from  class  to  class.     He  is  not  yet  old  enough  to  realize  the  ad 


SECONDARY   INSTRUCTION.  129 

vantage  of  a  tboroiigh  preparation.  It  is  patent,  therefore,  that  the  self- 
interest  of  the  teacher,  the  vanity  of  the  parents,  and  the  whim  of  the 
child,  as  represented  above,  tend  to  superficiality. 

After  the  student  has  been  advanced  from  the  primarj^  to  the  prepar- 
atory department,  the  object  in  most  cases  is  to  get  him  in  college  as 
soon  as  possible,  or  if  he  is  not  fitting  for  college,  to  silver-plate  him 
with  a  business  coarse  (?)  which  he  is  assured  will  answer  his  purposes 
in  practical  life  without  the  necessity  of  submitting  to  college  drill  and 
discipline  for  four  years. 

Instead  of  providing  a  broad  and  liberal  course  of  study,  the  object  of 
most  of  these  schools  is  to  give  the  student  enough  Latin,  Greek,  and 
mathematics  to  enable  him  to  enter  college  with  credit,  and  in  but  few 
instances  is  this  result  attained.  Only  the  outlines  of  history  are  taught, 
and  this  in  a  superficial  way;  political  economy  is  hardly  ever  included 
in  the  curriculum  ;  the  courses  in  political  and  physical  geography  are 
short  and  unsatisfactory ;  botan}',  geology,  physiology,  zoology,  and  nat- 
ural philosophy  are  barely  touched  upon;  the  modern  languages  are 
hardly  ever  taught;  and  the  student  is  given  such  a  meagre  course  in 
his  own  language  and  literature  that  in  afterlife  as  a  writer  and  speaker 
he  is  often  made  to  feel  the  deficiencies  of  his  early  training. 

From  the  preparatory  school  the  student  goes  to  college,  passes  the 
entrance  examination  in  Latin,  Greek,  and  mathematics,  enters  upon 
advanced  studies,  and,  at  the  end  of  four  years  is  presented  to  the  world 
as  a  graduate;  but  in  few  cases  can  he  be  said  to  be  educated,  in  the 
full  sense  of  what  that  word  implies ;  for  the  defects  of  preliminary  train- 
ing are  too  often  manifest. 

For  the  more  than  one  hundred  secondary*  schools  reporting  from 
North  Carolina,  excepting  only  a  few  institutions,  the  above  is  true;  and 
not  only  is  it  true  for  this  State,  but  for  many  others  of  the  Union,  es- 
pecially in  the  South. 

GRADED   SCHOOLS. 

The  public  graded  schools  in  the  larger  towns,  the  first  being  estab- 
lished at  Greensborough  in  1875,  are  exerting  a  good  influence  in  sys- 
tematizing and  making  more  thorough  jnimary  and  preparatory  in- 
struction throughout  the  State.  Maj.  S.M.  Finger,  superintendent  of 
public  instruction,  in  his  report  for  1885-86,  says :  "  These  schools  have 
done  a  great  deal  of  good,  not  only  in  the  communities  in  which  they 
are  located,  but  to  the  whole  State.  They  are  examples  of  the  possible 
efficiency,  popularity,  and  cheapness  of  education  at  public  expense. 

"  They  are  becoming  so  efficient  as  to  command  respect  and  patron- 
age of  all  classes  of  our  people.  I  wish  that  every  citizen  of  the  State 
could  spend  a  day  in  one  of  these  well  managed  schools,  because  I  think 
he  would  go  away  with  a  higher  appreciation  of  the  safety  and  practi- 
cability of  public  schools. '- 

By  special  acts  of  the  Legislature,  towns  are  permitted  to  vote  upon 
17037— No.  2 9      • 


130  HISTOEY    OF    EDUCATION   IN   NORTH    CAROLINA. 

the  establishment  of  these  schools.  The  funds  for  their  support  are 
raised  by  special  taxation  and  taxation  under  the  common-school  law. 
Each  school  is  usually  divided  into  about  ten  grades,  each  grade  hav- 
ing a  teacher  and  room  to  itself.  One  year  is  required  to  complete  the 
studies  in  a  grade.  By  a  uniform  system  of  examinations  pupils  are 
advanced  to  higher  grades.  In  nearly  all  of  these  schools  there  is  a 
library  for  the  benefit  of  the  pupils  and  a  pedagogical  library  for  the 
teachers.  The  teachers  usually  meet  once  or  twice  a  month  to  discuss 
methods  of  teaching,  study  approved  works  on  i)edagogy,  and  have  re- 
view lessons  on  the  subjects  taught  in  the  schools.  Students  in  these 
schools  are  prepared  for  entrance  into  the  colleges  and  University  of  the 
State.  There  are  seventeen  graded  schools  in  the  State.  The  secretary 
of  the  board  of  trustees  of  the  Durham  Graded  School,  Mr.  S.  F.  Tom- 
linson,  who  has  given  much  attention  to  the  study  of  educational  sys- 
temSj  gives  it  as  his  opinion  that  "Gra^ded  schools,  properly  conducted, 
are  pre-eminently  the  schools  for  the  towns  and  cities  of  the  South,  be- 
cause they  afford  the  greatest  and  most  improved  facilities  to  all  classes 
alike  for  obtaining  an  education  free,  or  for  the  least  monej'." 

CO-EDUCATIONAL   INSTITUTIONS. 

In  North  Carolina  the  opposition  to  the  co-education  ot  the  sexes  in 
the  higher  institutions  of  learning  is  so  manifest  that  no  one  would  dare 
propose,  with  any  hope  of  success,  that  women  be  admitted  to  the 
University  and  leading  denominational  colleges  of  the  State.  But  co- 
education is  making  headway  in  the  institutions  for  secondary  instruc- 
tion, and  its  friends  claim  that  good  results  have  been  manifest.  The 
rank  that  women  are  taking  in  some  of  the  best  of  the  English  and 
American  universities  precludes  the  argument  that  they  can  not  main- 
tain themselves  in  intellectual  competition  with  the  sterner  sex,  and 
so  the  objection  that  their  admission  would  necessitate  the  lowering  of 
the  educational  standard  is  not  valid.  The  expediency  of  their  admis- 
sion is  an  open  question  which  the  writer  is  not  prepared  to  advocate ; 
but  at  this  time  when  a  number  of  the  female  teachers  of  the  State  are 
seeking  admission  to  the  normal  department  of  the  University,  endowed 
by  the  State  for  the  express  purpose  of  giving  the  teachers  of  the  State, 
a  large  jDroportion  of  whom  are  women,  a  better  opportunity  for  special 
l^reparation  in  their  profession,  the  question  is  i^ractical  to  all  North 
Carolinians  and  is  worthy  of  careful  study. 

The  following  co-educational  institutions,  established  before  the  War, 
are  still  in  successful  operation:  Friend's  School  (Quaker),  New  Garden, 
Kandolph  County,  established  1833  (the  property  of  this  school  is  val- 
ued at  $40,000,  and  it  has  $23,700  in  productive  funds) ;  Catawba  Col- , 
lege  (German  Eeformed),  Newton,  Catawba  County,  1850;  Clinton/ j 
Collegiate  Institute,  Clinton,  Sampson  County,  1850;  Mt.  Vernon 
Springs  Academy,  Mt.  Vernon  Springs,  Chatham  County,  1850;  Oak 
Eidge  Literary  and  Commercial  Institute,  Oak  Eidge,  Guilford  County, 


SECONDARY   INSTRUCTION.  131 

1850;  Anson  Institute,  Wadesborough,  Anson  County,  1854  ;  Yadkin 
College  (Protestant  Methodist),  Davidson  County,  185G;  KutUerfoid 
Academy,  Burke  County,  1858  (chartered  as  Eutherford  Seminary  in 
ISGl,  and  as  llutherford  College  in  1870).  The  following  have  been  es- 
tablished since  the  War:  Weaverville  College  (Methodist  Episcopal, 
Sonth),  Weaverville,  Buncombe  County,  1875 ;  Concordia  College 
(Evangelical  Lutheran),  Conover,  Catawba  County,  1875;  Kinston  Col- 
lege, Kinston,  Lenoir  County,  187G;  King's  Mountain  High  School, 
King's  Mountain,  Cleveland  County,  1876  ;  Moravian  Falls  Academy, 
Wilkes  County,  187G;  Judson  College  (Baptist),  Hendersonville,  Hender- 
son Count}-,  1878;  Graham  formal  College,  Graham,  Alamance  County, 
1880;  Oakilale  Academy,  Oakdale,  Alamance  County,  ISSO;  Gaston 
College  (Lutheran),  Dallas,  Gaston  County,  1882;  Southern  Normal, 
Lexington,  Davidson  County,  1884.  Some  of  these  institutions  repre- 
sent a  wide  area  of  student  patronage,  e.  g.,  during  the  session  of  188G-87 
more  than  two  hundred  students  were  enrolled  at  Oak  Eidge  Institute, 
more  than  fifty  of  them  coming  from  Virginia,  Sputh  Carolina,  New 
York,  Texas,  and  Arizona,  and  the  rest  representing  more  than  thirty 
counties  in  North  Carolina,  but  a  majority  draw  their  entire  student 
clientage  from  the  State. 

Preparatory  Male  Schools. 

the  bingham  school. 

The  Bingham  School  stands  pre-eminent  among  Southern  schools  for 
boys,  and  ranks  with  the  best  in  the  Union.  It  is  the  oldest,  the  largest, 
and  the  most  successful  male  boarding  school  for  secondary  instruction 
in  the  South,  and  for  the  past  five  j^ears  it  has  been  second  to  no  insti. 
tutiou  of  similar  character  in  area  of  patronage. 

This  noted  school  was  established  in  1793,  by  the  Eev.  William  Bing- 
ham, a  native  of  Ireland.  He  was  educated  for  the  church  and  was 
graduated  with  distinction  at  tiie  University  of  Glasgow.  Mr.  Bing- 
ham became  involved  in  one  of  the  many  unsuccessful  attemi)ts  for 
Irish  independence,  and  was  compelled  to  seek  safety  and  freedom  in 
another  land.  His  dismission  from  the  Presbytery  of  Belfast,  of  which 
he  was  a  member,  is  dated  April  14,  1788,  soon  after  which  date  he 
sailed  for  America.  Landing  at  New  Castle,  Delaware,  he  made  his 
way  to  Wilmington,  North  Carolina,  where  he  hoped  to  secure  employ- 
ment as  a  teacher.  He  had  failed  in  this  and  was  about  to  give  up  in 
despair,  when,  by  a  sign  given  in  taking  a  drink  of  water,  he  was  rec- 
ognized as  a  Mason  by  some  iniluential  citizens,  who  thereupon  exerted 
themselves  in  his  behalf  and  secured  for  him  the  principalship  of  the 
Wilmington  Academy.  In  1793  he  removed  to  I'ittsborough  and  estab- 
lished the  Bingham  School.  In  1801  he  was  made  professor  of  Latin 
at  the  State  University,  which  position  he  filled  with  credit  till  180G, 
when  he  resigned  to  again  open  a  private  school,  thinking  that  in  this 


132  HISTORY    OF    EDUCATION    IN   NORTH    CAROLINA. 

way  he  could  do  more  to  advance  the  cause  of  education  than  by  his 
work  in  the  University.  The  school  was  opened  at  Hillsborough,  but  was 
soon  removed  to  Mt.  Eepose,  in  Orange  County,  four  miles  from  the 
present  location,  where  he  conducted  it  till  his  death  in  1826. 

Eev.  Mr.  Bingham  was  succeeded  by  his  eldest  son,  William  J.  Bing- 
ham, of  whom  it  has  been  said  that  "  It  is  hardly  possible  that  any 
other  man  can  ever  again  be  so  pre-eminent  in  the  State  as  Mr.  Bing- 
ham was  in  his  profession.  He  occupied  a  field  previously  unoccupied, 
and  to  remarkable  opportunities  he  added  remarkable  ability.  He 
raised  teaching  from  an  almost  disreputable  employment  to  an  honor- 
able profession  ;  he  raised  tuition  fees  from  $20  i)er  year  at  the  highest 
to  $150  per  year.  He  refused  three  hundred  applications  for  admission 
in  a  single  year,  and  though  he  conscientiously  avoided  accumulating 
money,  he  became,  in  si)ite  of  himself  and  his  numerous  charities,  a 
man  of  comparative  affluence." 

For  twenty  years  William  J.  Bingham  conducted  the  Bingham  School 
at  Hillsborough,  where  he  established  it  after  the  death  of  its  founder. 
Then  it  was  removed  to  Oaks,  in  Orange  County,  where  it  remained  un- 
til, in  the  winter  of  1864-65,  the  seat  of  the  school  was  fixed  permanently 
at  its  present  location  (Bingham  School  P.  O.)  in  the  same  county,  near 
Mebane,  50  miles  west  of  Ealeigh,  on  the  North  Carolina  Railroad. 

In  1857  he  associated  his  sons,  William  and  Eobert,  with  him  in  the 
management,  they  having  been  graduated  at  the  State  University  with 
the  highest  distinction. 

The  school  was  incorporated  by  an  act  of  the  Legislature  of  1864-05; 
the  military  feature,  which  had  been  introduced  during  the  War,  was 
formally  ingrafted ;  its  officers  were  commissioned  by  the  State,  and  its 
pupils  were  exempted  from  duty  till  they  were  18  years  of  age.  Al- 
though the  Confederacy  was  tottering  to  its  fall,  log  huts  were  built 
and  the  cadets  went  regularly  into  camp.  Soon  after  the  War  began, 
the  present  principal,  then  the  junior  teacher  of  the  school,  entered  the 
army  and  remained  there  till  the  surrender  at  Appomattox.  His  father, 
who  died  in  1866,  and  his  elder  brother  continued  the  school  throughout 
that  eventful  struggle. 

William  Bingham,  as  senior  principal,  conducted  the  school  with  dis- 
tinguished success  till  his  death  in  1873.  He  was  the  author  of  a  series 
of  Latin  text-books,  which  the  publishers  say  are  used  in  every  State 
in  the  Union ;  certainly  there  is  hardly  an  institution  of  note  in  North 
Carolina  in  which  they  are  not  used. 

The  Bingham  School  has  reached  its  greatest  efficiency  under  its  pres- 
ent superintendent.  Major  Eobert  Bingham. 

The  log  huts  in  which  the  cadets  were  quartered  when  the  school  was 
first  removed  to  its  present  site  have  been  replaced  by  frame  buildings, 
with  increased  accommodations.  The  lecture  halls,  society  halls,  and 
barracks  are  excellently  equipped  for  their  specific  purposes,  and  a 


SECONDARY   INSTRUCTION.  133 

gymnasium  and  bath-house,  with  swimming  baths,  have  been  added  to 
the  school  bniklings.     The  buiklings  are  provided  witli  gas. 

The  motto  of  the  school  is  "J/e«s  sana  in  corpore  sano,''''  and  physical 
culture  receives  the  attention  which  its  importance  demands.  "Bing- 
ham's is  the  only  school  in  North  Carolina,  and  one  of  only  40  in  the 
United  States,  which  has  an  ofiicer  detailed  from  the  U.  S.  Army  as 
commandant  of  cadets.  The  military  feature  has  been  found  of  great 
value  as  a  means  of  jihysical  culture  and  as  an  aid  to  discipline.  At 
the  same  time  the  drill  is  not  allowed  to  interfere  in  any  degree  with 
study,  the  object  being  to  make,  not  soldiers,  but  citizens."  (Cat., 
art.  4.) 

The  Bingham  School  does  not  claim  (o  be  a  cheap  school,  though  for 
the  advantages  offered  there  is  none  cheaper  known  to  the  writer.  The 
actual  school  expenses  for  a  term  of  forty  weeks  is  $272.  This  does 
not  include  uniform,  etc.;  and  the  necessary  expenses  of  a  student  per 
year,  all  told,  are  from  $400  to  $500.  Three  courses  are  provided,  viz, 
classical,  mathematical,  and  commercial.  A  regular  course  occupies 
four  years,  on  the  satisfactory  completion  of  which  the  student  is  given 
a  certificate  of  proficiency.  Major  Bingham  says :  "  It  is  a  training 
school,  pure  and  simple,  not  a  college  or  a  collegiate  institute,  though 
its  certificate  of  proficiency,  as  indicated  by  the  demand  for  its  profi- 
cient graduates  as  teachers  and  the  pay  they  command,  is  more  valu- 
able than  a  similar  certificate  from  any  other  school  in  the  South,  and 
more  valuable  than  a  diploma  from  many  of  the  colleges." 

During  the  session  of  1886-87  there  were  220  students  in  attendance 
from  15  States  and  the  District  of  Columbia.  The  present  faculty 
numbers  8  teachers. 

THE   HORNER   SCHOOL,   OXFORD. 

The  Horner  School  was  established  at  Oxford,  in  Granville  County, 
in  1851,  under  the  auspices  of  the  present  senior  principal,  Prof.  J.  H. 
Horner. 

For  scholarship  and  thoroughness  this  school  has  but  few  equals 
in  the  State.  It  is  a  classical,  mathematical,  scientific,  and  military 
academy. 

Two  courses  of  study  are  provided,  the  "  classical,"  and  the  "  scientific 
and  English."  Each  course  is  arranged  for  four  years.  The  require- 
ments are  as  follows: 

I.  The  classical  course  embraces  the  studies  iu  the  schools  of  Latin,  Greek,  mathe- 
matics, English  grammar  and  rhetoric,  geographj',  history. 

II.  The  scientific  and  English  course  embraces  the  studies  in  the  schools  of  math- 
ematics, natural  science,  metaphysics,  English  grammar  and  rhetoric,  geography, 
history. 

French,  German,  and  book-keeping  are  elective  studies,  which  maybe  substituted 
for  their  equivalent  in  the  regular  courses,  or  taken  in  addition  to  them. 

Every  student,  on  his  admission  into  the  school,  is  assigned  to  those  classes  in  the 
regular  courses  for  whicli  he  is  found  qualified. 


134 


HISTORY    OF   EDUCATION   IN   NORTH   CAROLINA. 


Scheme  of  morning  recitations. 

[Daily  except  Friday.] 


Class 
mom 

ISO. 

8.30  to  9. 

9  to  9.45. 

9.45  to  10.30. 

10.30  to  1L15. 

11.15  to  12. 

1 

2 

Penmansliip  and 

book-keeping. 
....do 

Latin,  first  class. 

Latin,    fourth 

class. 
English    gram- 
•  mar,  third 

class. 
Natural  science, 

second  class. 

Latin,  second 

class. 
Greek  ,  first 

class. 
Latin,  third 

class. 

English     gram- 
mar,  fourth 
class. 

English  grammar, 

first  class. 
English  grammar, 

second  class. 
Geography  or  his- 

tory,    fonrth 

class. 
Natural    science, 

fourth  class. 

Greek,  second 
class. 

3 

...do  ...... .1.... 

Geography  or  his- 
tory, third  class. 

Natural  science, 
fourth  class. 

4 

...do 

[Friday.] 


English  composi- 
tion. 
....do , 


.do. 


-do. 


Latin,  first  class. 

Latin,  fourth 
class. 


Latin,  second 

class. 
Greek,    first 

class. 


English  grammar, 

first  class. 
English  grammar, 

second  class. 


English    gram-     Latin,  third  j  Geography  or  his- 


mar,   third  I      class. 


Militpry  tactics .  j  English  gram- 
mar, fourth 
class. 


t  ory,  f o  urth 
class. 
Experimental  work  in  natural  science 


Metaphysics. 

Greek,  second 
class. 

Geography  or  his- 
tory, third  class. 


Scheme  of  affcnioon  recitations. 
[Daily  except  Friday.] 


Class 
room 
No. 

2  to  2  30. 

2.30  to  3.15. 

3.15  to  4. 

4  to  4.45. 

4.45  to  5.30. 

1 

2 

Penmanship  and 

book-keeping. 
....do    

Mathe  m  a  t  i  c  s, 
fourth  class. 

French 

Mathematics, 
third  class. 

Natural  science, 
first  class. 

Metaphysics  — 

German 

Mathem  atics, 

second  class. 
Mathematics, 

first  class. 

Reading    and 

spelling. 

J 

3 

...do 

Military  drill. 

4 

....do 

r  Friday.] 


1-... 
2.... 
3... 

4.,.. 


English  composi- 
tion. 

..  do  ..: 


-do. 
.do. 


Geography,  first 
class. 

Geography,  sec- 
ond class. 

G  e  o  g  !■  a  p  h  y , 
fourth  class. 

G  eograpky, 
third  class. 


History,  fir.st 

class. 
History,  second 

class. 
History,  fourth 

class. 
History,     Ihiid 

class. 


Declamation. 


Military  drill. 


SECONDARY  INSTRUCTION.    ~  135 

Tbe  student,  besides  beiug  subjected  daily  to  quizzes  by  bis  instruct- 
ors, is  given  oral  and  written  examinations  at  the  close  of  ea.cb  session 
on  all  tbe  subjects  studied.  A  report  of  tbe  standing,  punctuality,  and 
deportment  of  eacb  student  is  made  out  at  tbe  close  of  every  quarter 
and  sent  to  bis  parents  or  guardian.  Tbe  student's  standing  in  bis  class 
is  estimated  by  tbe  instructor,  and  marked  on  a  scale  in  wbicb  tbo  num- 
ber 7  is  taken  as  a  maximum,  and  stands  for  "  very  good;"  G,  "  good"; 
5,  "very  respectable";  -4,  "respectable";  3,  "tolerable";  2,  "bad";  1, 
"  very  bad."  Students  are  not  advanced  to  a  bigber  class  until  they 
have  stood  an  approved  examination  on  tbo  studies  of  the  preceding 
class. 

Tbe  school  is  strictly  military  in  its  organization  and  discipline. 

Tbe  annual  register  for  1S85-S6  shows  four  instructors,  and  a  student 
attendance  of  one  hundred  and  six,  from  four  States  and  tbe  District  of 
Columbia.  Tbe  principals  say  that  "improvements  will  continue  to  be 
made  in  our  accommodations,  but  the  capacity  of  the  school  will  not  be 
enlarged.  We  do  not  desire  any  considerable  increase  in  our  numbers, 
satisfied  as  we  are  that  efficiency  in  the  management  of  a  school  is  best 
secured  with  a  limited  number  of  pupils." 

OTHER -SCHOOLS   OF  MERIT. 

Prominent  among  the  schools  deserving  to  be  mentioned  in  this  con- 
nection is  the  Raleigh  Male  Academy,  at  Ealeigh,  reopened  by  Pro- 
fessors J.  J.  Fray  anel  Hugh  Morson,  both  of  the  University  of  Virginia, 
in  1878,  and  which,  since  the  death  of  Captain  Fray,  in  December,  1884, 
has  been  under  the  efficient  management  of  Professor  Morson  and  Capt. 
C.  B.  Denson,  two  of  the  best  known  and  most  liopular  teachers  in  the 
State. 

This  school  has  no  regular  curriculum.  The  subjects  taught  may  be 
divided  into  the  following  general  classes,  viz : 

I.  The  usual  English  brauchee,  with  mathematics. 
II.  The  Latiu  aud  Greek  languages  and  their  literature. 

III.  The  French  and  German  languages  and  their  literature. 

IV.  The  natural  sciences. 
V.  Book-keeping. 

Every  pupil  is  required  to  take  tbroughout  his  connection  with  the 
school  orthography,  penmanship,  English  composition,  and  declamation. 

The  average  student  attendance  is  about  one  hundred. 

The  writer  was  connected  with  this  school  as  an  assistant  teacher  in 
1884,  and  is  prepared  to  commend  it  for  thoroughness  and  substantial 
work. 

Tbe  early  history  of  the  Ealeigh  Male  Academy  is  thus  given  by 
President  Kemp  P.  Battle,  of  the  University  of  Kortb  Carolina,  in  a 
centennial  address  on  "  Tbe  Early  History  of  the  City  of  Raleigh,"  de- 
livered in  that  city  July  4,  187G : 

"The  attention  of  the  people  of  Raleigh  was  early  directed  to  the 


136  niSTOKY    OF   EDUCATION    IN   NORTH    CAROLINA. 

subject  of  education.  The  most  active  man  in  inaugurating  schools 
was  Joseph  Gales,  the  editor  of  the  Eegister,  one  of  the  most  enlight- 
ened fathers  of  Raleigh.  The  following  is  the  list  of  trustees  elected 
March  27,  1802:  John  Ingles,  William  White,  Nathaniel  Jones  (of 
White  Plain),  Henry  Seawell,  Simon  Turner,  William  Boylan,  John 
Marshall,  and  Joseph  Gales.  JSTathauiel  Jones,  who  had  donated  $100, 
was  chosen  president,  and  Joseph  Gales  secretary. 

"  One  mouth  afterwards  $800  is  reported  subscribed,  and  soon  an  acad- 
emy is  built,  by  permission  of  the  General  Assembly,  on  Burke  Square, 
one  building  for  the  males  and  one  for  the  females. 

"  This  academy  became  a  power  in  the  land.    It  grounded  the  educa- 
tion of  nearly  all  the  boys  of  that  day  in  central  North  Carolina.    It: 
was  the  pride  and  glory  of  Ealeigh  for  a  third  of  a  century. 

"  The  academy  began  in  grand  style.  In  1804  we  read  an  advertise- 
ment which  announces  the  teachers  as  follows :  Eev.  Marin  Detarg- 
ney  (late  of  Princeton,  and  of  the  College  of  Maryland)  as  principal ; 
Chesley  Daniel,  graduate  of  the  University  of  North  Carolina  and  late 
one  of  the  tutors,  assistant ;  Miss  Charlotte  Brodie,  teacher  of  needle- 
work. 

''Greek,  Latin,  Spanish,  French,  mathematics,  with  application  to  the 
system  of  the  world,  astronomy,  navigation,  etc.,  all  at  $5  per  quarter. 
A  less  amount  might  be  had  for  $4  per  quarter.  The  English  branches 
were  $3  per  quarter,  and  needle- work  free. 

"  Such  array  of  all  the  sciences  seems  to  have  been  above  the  demands 
of  young  Ealeigh,  and  in  1810  it  is  announced  by  William  White,  the 
secretary  of  the  board,  that  the  trustees  of  the  academy  had  engaged 
the  Eev.  William  McPheeters,  from  Virginia,  a  gentleman  eminently 
qualified  for  the  undertaking,  to  become  the  x)rincipal  of  the  academy 
and  pastor  of  the  city. 

"  The  leaders  in  the  great  contest  with  the  social  and  political  evils  of 
the  day,  those  who  must  drill  the  young  to  their  full  powers  and  enable 
them  to  cope  with  the  active,  adventurous,  nothing-fearing,  all-daring 
spirit  of  this  age,  are  the  teachers  of  the  land.  Our  people,  captivated 
by  the  eloquence  of  the  statesman,  or  the  brilliant  achievements  of  the 
warrior,  do  not  fully  appreciate  the  grandeur  of  their  calling.    *    *    * 

"Dr.  William  McPheeters  was  one  of  the  best  of  his  class,  painstaking, 
conscientious,  thorough,  parental  and  kind  to  the  dutiful,  but  a  terror 
to  the  truant.  High-minded,  brave,  frank,  abhorring  all  meanness,  he 
not  only  instructed  the  minds  of  his  boys,  but  he  trained  their  con- 
sciences to  aim  at  his  own  lofty  standard. 

"  He  was,  too,  pastor  of  the  city  for  several  years.  His  ministrations 
in  the  Commons  Hall  were  attended  by  all;  and  Episcopalians  and 
Baptists,  Presbyterians  and  Methodists,  in  their  triumphs  and  their 
sorrows,  on  the  bed  of  sickness  and  in  the  hour  of  death,  found  in  him  a 
sympathizing  friend,  a  safe  counsellor,  a  true,  tried,  well-armed,  Great 
Heart. 


SECONDARY  IXSTRUCTION.  137 

"Under  this  remarkable  man  the  Raleigh  Academy  grew  and  flour- 
ished, and  the  Raleigh  people,  insensibly  looking  up  to  him  as  a  common 
guide,  were  a  united  community,  unpretentious,  sociable,  cordial  to  one 
another,  and  cordial  to  strangers." 

For  a  number  of  years  this  academy,  previous  to  coming  under  its 
present  management,  was  conducted  by  the  Lovejoys,  who  during  their 
lifetime  were  as  noted  educators  as  the  Binghams. 

Owing  to  the  fact  that  Burke  Square,  where  the  school  was  conducted 
for  many  years  from  its  organization,  was  fixed  upon  as  the  site  of  the 
new  residence  for  the  Governor,  another  location  for  the  school  had  to 
be  chosen.  An  entire  square  in  the  northeastern  part  of  the  city  was 
secured,  on  which  a  large,  well- ventilated,  and  comfortable  building  was 
erected,  fully  adapted  to  the  requirements  of  the  school.  This  building 
has  been  occupied  since  September,  1883. 

The  Davis  Sohool,  a  classical  and  military  institution,  established 
by  Col.  A.  C.  Davis,  at  La  Grange,  Lenoir  County,  in  1881,  is  rapidly 
gaining  a  wide  reputation.  In  many  respects  it  is  modelled  after  the 
Bingham  School.  Its  student  attendance  embraces  a  large  number 
of  States.  The  faculty  is  able  and  progressive  and  includes  graduate's 
from  some  of  our  best  institutions.  This  school,  as  do  the  Bingham, 
the  Horner,  and  other  leading  institutions  of  the  State,  maintains  ex- 
cellent literary  societies  in  which  the  students  are  required  to  debate, 
declaim,  and  prepare  essays.  It  also  has  a  good  cadet  cornet  band  and 
orchestra. 

Other  schools  for  secondary  instruction  might  be  mentioned  in  this 
connection,  but  the  above  are  sufficient  to  show  the  characteristic  feat- 
ures of  these  institutions  in  North  Carolina. 

Ante-bellum  Male  Schools, 
caldwell  institute. 

This  institution,  named  in  honor  of  the  Rev.  Joseph  Caldwell,  D.  D., 
first  president  of  the  State  University,  was  instituted  and  managed  by 
the  Orange  Presbytery.  It  was  established  at  Greensborough  and  began 
the  work  of  instruction  January,  183C,  the  Rev.  Dr.  Alexander  Wilson 
and  Mr.  Silas  C.  Lindsay  being  the  first  teachers.  To  these  was  added 
the  Rev.  John  A.  Gretter.  Dr.  Charles  Phillips  says :  "  This  trio  taught 
a  school  of  the  highest  pretensions  ever  known  in  Xorth  Carolina.  Its 
students  joined  the  Junior  class  in  the  Uni%'ersity." 

This  institute  was  removed  to  Hillsborough  sometime  about  1816. 
It  succeeded  the  Bingham  School  at  that  place,  and  was  in  turn  suc- 
ceeded a  few  years  later  bj'  the  school  of  Mr.  Ralph  Graves,  father  of 
Professor  Graves,  of  the  University. 

The  Graves  School  was  succeeded  by  the  Hillsborough  Military 
Academy. 


138  HISTORY    OF   EDUCATION    IN   NOETH    CAROLINA. 

HILLSBOROUGH  MILITARY  ACADEMY. 

This  school  was  founded  in  February,  1859,  by  Col.  Charles  C.  Tew,  a 
native  of  South  Carolina.  Colonel  Tew  was  educated  at  the  Citadel, 
the  South  Carolina  Military  Academy.  Soon  after  being  graduated 
he  was  appointed  to  a  professorship  in  the  Arsenal,  a  branch  of  the 
Military  Academy,  where  he  remained,  with  the  exception  of  a  year 
spent  in  study  in  Europe,  until  1858,  when  he  decided  to  establish  a 
military  academy  in  North  Carolina.  Excellent  brick  barracks,  one 
mile  from  Hillsborough,  were  erected  for  this  school. 

At  the  outbreak  of  hostilities  Colonel  Tew  entered  the  Confederate 
army  and  lost  his  life  in  the  service.  Major  Gordon,  one  of  the  assist- 
ant teachers,  conducted  the  school  during  the  War.  After  the  War  it 
was  attempted  to  revive  the  institution,  at  first  under  Colonel  White 
and  then  under  General  Colston,  but  upon  the  hitter's  removal  to 
Wilmington  in  1868  the  school  was  closed,  until  in  1874  it  was  revived 
under  Messrs.  Graves  and  Horner,  who  had  been  conducting  a  school 
at  Oxford,  but  in  a  few  years,  for  want  of  satisfactory  patronage  and 
other  reasons,  it  was  again  closed  and  has  not  been  re-opened  since. 

THE  NORTH   CAROLINA  MILITARY  INSTITUTE. 

At  one  time  this  was  one  of  the  noted  institutions  in  the  State.  It 
was  located  in  the  suburbs  of  Charlotte. 

The  corner-stone  of  the  main  building,  an  imposing  brick  edifice, 
built  in  the  Korman  castellated  style  of  architecture,  situated  in  a  campus 
of  twenty-seven  acres  well  shaded  by  oaks,  was  laid  in  1858,  and,  the 
building  having  been  completed,  the  work  of  instruction  was  com- 
menced the  following  year.  It  is  said  the  building  was  planned  by 
General  "Stonewall"  (T.  J.)  Jackson,  who  at  one  time  contemplated 
opening  a  military  academy  with  his  brother-in-law,  General  D.  H.  Hill, 
in  Charlotte.  The  school  was  opened  with  General  D.  H.  Hill  as  super- 
intendent, assisted  by  General  Lane,  Col.  Charles  Lee,  and  one  or  two 
others. 

The  War  closed  its  halls.  The  institution  was  revived  in  1873  by 
Col.  John  P.  Thomas,  of  South  Carolina,  at  one  time  principal  of  the 
Citadel  Academy,  in  that  State,  who  conducted  it  for  several  years. 
The  building  is  now  used  by  the  graded  school. 

Other  institutions  could  be  mentioned,  but  the  above  were  the  most 
prominent  of  the  schools  organized  before  the  Civil  War,  and  which 
have  since  gone  down.  ' 

Eev.  John  Chavis, 

A  distinguished  colored  educator. 

One  of  the  most  remarkable  characters  in  the  educational  history  of 
North  Carolina  was  a  negro.  His  life  finds  no  parallel  in  the  South,  nor, 
so  far  as  the  writer  is  aware,  in  any  i^art  of  our  country.    To  one  who 


SECONDARY  INSTRUCTION.  139 

is  familiar  with  the  status  of  the  negro  iu  the  slave-holding  States  in 
the  first  half  of  this  centurj',  the  followiug  will  read  stranger  than  fic- 
tion, but  of  its  truth  there  can  be  no  question.  This  man,  with  a.his- 
tory  so  unique,  was  the  Kev.  John  Chavis,  a  Presbyterian  clergyman 
and  an  eminent  teacher.  Ilis  contemporaries  admired  him  for  his  noble 
bearing  as  a  gentleman,  revered  him  for  his  fervent  piety  as  a  Christian, 
and  respected  him  for  his  eminent  ability  as  a  teacher  and  preacher. 

The  Rev.  Charles  Thillips,  D.  D.,  LL.  D.,  of  the  University  of  North 
Carolina,  made  an  eflbrt,  several  years  ago,  to  collect  materials  for  a 
sketch  of  iMr.  Chavis,  and  the  data  for  this  account  are  drawn  princi- 
])ally  from  correspondence  which  he  has  kindly  placed  at  my  service. 
These  letters  are  from  well-known  citizens  who  were  personally  ac- 
(luainted  with  the  negro  divine.  He  is  remembered  by  them  as  an  old 
man,  after  he  had  retired  from  the  work  of  teaching,  and  of  his  early 
life  but  little  is  known. 

The  birthplace  of  John  Chavis  can  not  be  located  with  certaint^^,  but 
it  is  probable  that  he  was  born  near  Oxford,  iu  Gianville  County.  The 
name  is  still  common  in  the  northern  central  section  of  the  State.  It  is 
evident  that  he  was  born  free.  He  studied  at  Princeton  as  a  private 
pupil  of  Dr.  Witherspoon,  to  whom,  it  is  said,  he  was  sent  to  see  if  a 
negro  were  capable  of  receiving  a  collegiate  education.  His  career  in 
after  life  leaves  no  doubt  as  to  the  success  of  the  experiment.  It  is  be- 
lieved that  he  went  from  New  Jersey  to  Virginia  with  the  Eev.  Samuel 
Davies,  where  he  actively  engaged  in  the  work  of  the  ministry.  At  the 
instance  of  the  Eev.  Henry  Patillo  he  returned  to  North  Carolina  about 
1805. 

Previous  'to  his  connection  with  the  Orange  Presbytery  (N.  C.)  in 
1S09,  he  had  been  connected  as  a  licentiate  with  the  Lexington  and 
Hanover  Presbyteries  in  Virginia.  The  records  of  the  Hanover  Pres- 
bytery show  that  he  was  "riding  as  a  missionary  under  the  direction 
of  the  General  Assembly  "  iu  1801.  In  1805  he  was  granted  dismission 
from  the  Hanover  Presbytery  to  join  the  Orange  Presbytery.  He  united 
with  the  latter  in  1809,  being  received  as  a  licentiate.  He  ministered 
to  churches  in  Granville,  Wake,  and  Orange  Counties.  The  late  George 
Wortham,  a  distinguished  lawyer  of  Oxford,  in  a  letter  of  May  22,1883, 
writes:  ''I  have  heard  him  read  and  exphiin  the  Scrii)tures  to  my  fath- 
er's family  and  slaves  repeatedly'.  His  English  was  remarkably  pure, 
contained  no  'negroisms;'  his  manner  was  impressive,  his  explanations 
clear  and  concise,  and  his  views,  as  I  then  thought  and  still  think,  en- 
tirely orthodox.  He  was  said  to  have  been  an  acceptable  i^reacher,  his 
sermons  abounding  in  strong  common  sense  views  and  happy  illustra- 
tions without  any  effort  at  oratory  or  any  sensational  appeals  to  the  pas- 
sions of  his  hearers.  He  had  certainly  read  God's  Word  much  and  med- 
itated deeply  on  it.  He  had  a  small  but  select  library  of  theological 
works,  in  which  were  to  be  found  the  works  of  Flavel,  Buxton,  Boston, 
and  others.    I  have  now  two  volumes  of  Dwight's  Theology  which  were 


140  HISTORY    OF    EDUCATION   IN    NORTH    CAROLINA. 

formerly  iu  bis  possession.  He  was  said  by  his  old  pupils  to  have  been 
a  good  Latin  and  a  fair  Greek  scholar.  He  was  a  man  of  intelligence  ■ 
on  general  subjects,  and  conversed  well.  I  do  not  know  that  he  ever  had 
charge  of  a  church,  but  I  learned  from  my  father  that  he  preached  fre-» 
quently  many  years  ago  at  Shiloh,  Kutbush,  and  Island  Creek  churches 
to  the  whites." 

Mr.  Chavis  opened  a  classical  school  soon  after  his  return  to  his  native" 
State,  and  during  his  career  as  a  teacher  he  taught  in  Granville,  Wake, 
and  Chatham  Counties.  His  school  was  patronized  by  many  of  the 
most  distinguished  men  in  the  State.  Prominent  among  his  pupils  were 
Willie  P.  Mangum,  Priestly  Hinton  Mangum,  Archibald  E.  and  John  j 
L.  Henderson,  sous  of  Chief  Justice  Henderson,  Governor  Charles 
Manly,  Eev.  Williams  Harris,  Dr.  James  L.  Wortham,  the  Edwardses, 
the  Enlows  and  the  Hargroves.  Many  of  his  students  became  promi- 
nent as  politicians,  lawyers,  preachers,  physicians,  and  teachers.  Prof. 
J.  H.  Horner,  principal  of  the  Horner  School,  Oxford,  one  of  the  oldest 
and  best  high  schools  in  the  State,  in  a  letter  of  May  14,  1883,  says : 
'^  He  had  a  well  attended  classical  school  iu  Wake  County.  My  father 
not  only  went  to  school  to  him  but  boarded  in  his  family."  He  says 
that  what  his  father  knew  he  got  at  this  school,  and  adds  that,  "  Cha- 
vis was  no  doubt  a  good  scholar  and  a  good  teacher,  and  hence  was 
patronized  by  the  best  people  of  the  country.  *  *  *  The  school  was 
the  best  at  that  time  to  be  found  in  the  State. " 

This  worthy  man  of  God  was  stopped  from  preaching  by  the  law  en- 
acted by  the  Legislature  in  1832,  silencing  all  colored  preachers  in  IS'orth 
Carolina,  in  consequence  of  ^'  the  Nat  Turner  insurrection  of  the  pre- 
vious year,"  At  the  one  hundred  and  twenty-fourth  session  of  the 
Orange  Presbytery,  held  in  Ealeigh,  we  find  the  following  on  the  record, 
dated  April  21,  1832 :  "  A  letter  was  received  from  Mr.  John.  Chavis,  a 
free  man  of  color,  and  a  licentiate  under  the  care  of  the  presbytery, 
stating  his  dilficulties  and  embarrassments  in  consequence  of  an  act 
passed  at  the  last  session  of  the  Legislature  of  this  State,  forbidding  free 
people  of  color  to  preach :  Whereupon,  Eesolved,  That  presbytery,  in 
view  of  all  the  circumstances  of  the  case,  recommend  to  their  licentiate 
to  acquiesce  in  the  decision  of  the  Legislature  referred  to  until  God  in 
His  jjrovidence  shall  open  to  him  the  path  of  duty  in  regard  to  the  exer- 
cise of  his  ministry."  From  this  time  till  the  death  of  Mr.  Chavis,  in 
1838,  when  about  seventy-five  years  old,  we  find  the  presbytery  making 
provision  for  his  support.  In  1838  we  find  this  record;  "Presbytery 
resolved  to  continue  the  support  of  the  widow  of  John  Chavis."  In 
1842  it  was  reported  to  the  presbytery  that  she  no  longer  needed  i)ecun- 
iary  aid  from  that  source,  and  the  case  disappears  finally  from  the, 
records.  After  Dei ng  debarred  from  preaching,  Mr.  Chavis  published  a 
sermon  entitled  "The  Extent  of  the  Atonement,"  which  was  sold  for  his 
benefit,  at  15  cents  per  copy,  and  widely  circulated.  John  Chavis  is  de- 
scribed as  of  dark  brown  comi)lexion,  without  any  admixture  of  white 


SECONDARY  INSTRUCTION.  141 

blood  in  his  veins.  He  was  a  robust,  corpulent  man,  with  large,  round 
clean-shaven  face,  expressive  of  benevolence  and  its  kindred  virtues. 
His  stature  was  about  5  feet  7  inches  in  height.  He  was  always  neat  in 
dress  and  usually  wore  a  suit  of  black  home-spun,  with  spotless  linen  and 
a  nicely-tied  white  cravat.  In  his  latter  years  his  woolly  hair  was  as 
white  as  driven  snow,  adding  to  the  dignity  of  his  appearance. 

He  frequently  visited  his  former  pupils,  by  whom  he  was  well  received, 
heartily  welcomed,  and  kindly  entertained.  Mr.  Paul  C.  Cameron,  a 
distinguished  friend  of  the  University,  and  probably  the  wealthiest  man 
in  the  State,  in  a  letter  of  April  24,  1883,  writes:  "In  my  boyhood  life 
at  my  father's  (Judge  Cameron)  home  I  often  saw  John  Chavis,  a  ven- 
erable old  negro  man,  recognized  as  a  free  man  and  as  a  i)reacher  or 
clergyman  of  the  Presbyterian  Church.  As  such  he  was  received  by 
my  father  and  treated  with  kindness  and  consideration,  and  respected 
as  a  man  of  education,  good  sense,  and  most  estimable  character."  He 
says  it  excited  the  wonder  of  the  slaves  to  see  one  of  their  race  so  pleas- 
antly received  by  their  master.  Mr.  Cameron  further  says:  "  He  seemed 
familiar  with  the  proprieties  of  social  life,  yet  modest  am},  unassuming, 
and  sober  in  his  language  and  opinions.  He  was  i)olite — yes,  courtly | 
but  it  was  from  his  heart  and  not  aft'ectatiou.  I  remember  him  as  a 
man  without  guile.  His  conversation  indicated  that  he  lived  free  from 
all  evil  or  snspicion,  seeking  the  good  opinion  of  the  public  by  the  sim- 
plicity of  his  life  and  the  integrity  of  his  conduct.  If  he  had  any  vanity, 
he  most  successfully  concealed  it.  He  conversed  with  ease  on  the  topics 
that  interested  him,  seeking  to  make  no  sort  of  display,  simple  and 
natural,  free  from  what  is  so  common  to  his  race  in  coloring  and  dic- 
tion. *  *  *  I  write  of  him  as  I  remember  him  and  as  he  was  appre- 
ciated by  m\-  superiors,  whose  respect  he  enjoyed." 

Such,  in  brief  outline,  was  the  life  and  activity  of  one  of  nature's  no- 
blemen. 

"  His  life  was  gentle ;  and  the  elements 
So  mixed  in  liim,  that  Nature  might  stand  np. 
And  say  to  all  the  world,  '  This  wa$  a  man ! '  " 


CHAPTER  VII. 
EDUCATIONAL  EFFORTS  OF  THE  FRIENDS. 

'  FIRST   SETTLERS. 

Friends  aud  Baptists,  who  were,  as  a  rule,  fugitives  from  ecclesias- 
tical oppression,  were  the  first  to  mate  North  Carolina  their  permanent 
home.  New  England  Puritans  and  Virginia  Churchmen  were  equally 
zealous  in  adopting  and  enforcing  measures  to  maintain  their  respect- 
ive creeds,  and  their  restrictions  and  persecutions  forced  many  good 
people  to  seek  homes  where  liberty  could  be  had  to  worship  God  ac- 
cording to  ther  dictates  of  conscience.  In  Carolina  such  a  refuge  was 
found. 

George  Fox,  the  founder  of  the  Society  of  Friends,  began  preaching 
in  England  in  1647,  and  nine  years  later  the  first  Friends  to  come  to 
America  settled  in  Massachusetts.  Driven  thence  by  hostile  legal  en- 
actments, some  tied  to  Virginia,  but  finding  no  more  cordial  reception 
there,  they  journeyed  further  south.  Martin,  in  his  history  of  North 
Carolina,  under  date  of  1660,  says:  "The  Legislature  of  Virginia  hav- 
ing passed  laws  unfavorable  to  the  Quakers,  a  number  of  whom  had 
fled  thither  from  the  jDersecuting  spirit  of  New  England,  many  families 
sought  an  asylum  on  Albemarle  Sound." 

The  first  permanent  settlement  in  the  province  was  made  about  1660 
at  Durant's  Neck,  in  what  is  now  Perquimans  County,  in  the  north- 
eastern part  of  the  State,  by  a  small  colony  of  Friends,  which  soon  be- 
came and  has  since  remained  the  nucleus  of  a  large  settlement  of  that 
sect.  Hawks  says  that  "The  oldest  land  title  in  North  Carolina,  and  ' 
that  which  we  think  was  actually  the  first,  is  still  on  record.  It  is  the 
grant  made  by  Cistacanoe  (Kilkocanen?),  kingof  the  Yeopim  Indians,  in 
1662,  to  Durant,  for  a  neck  of  land  at  the  mouth  of  Little  and  Perqui- 
mans Elvers,  which  still  bears  the  name  of  the  grantee.  In  1663  Berkeley 
confirmed  this  grant  by  a  patent  under  his  own  signature."  It  has  been 
established  that  this  George  Durant  was  a  Friend,  and  here  we  find 
him  purchasing  land  from  the  rightful  owner  as  did  that  more  illustri- 
ous follower  of  Fox,  William  Penn,  at  a  later  day.  This  grant  of  the 
Indian  king  antedates  that  given  by  Charles  II  to  the  Lords  Proprie- 
tors by  several  months. 

From  the  time  of  the  first  settlement  till  the  transfer  of  thei)rovince 
to  the  Crown  in  1729,  it  is  estimated  that  the  Friends  numbered  at  least 
142 


EDUCATIONAL    EFFORTS    OF    THE    FRIENDS.  143 

oue-balf  of  the  population.  lu  1G71-72  the  colony  was  visited  by  Wil- 
liam Edinnndson  and  George  Fox,  and  it  is  probable  that  an  organiza- 
tion of  the  Society  of  Friends  waS  established  about  tliat  time,  it  being 
the  first  religious  body  organized  in  the  State.  l)r.  Nereus  Mendenhall 
claims  that  it  antedates  the  Peuu  organization  in  Philadelphia  by  some 
ten  years.  The  first  Quarterly  Meetings  established  were  the  Eastern, 
ju-evious  to  1G89,  and  the  iSTew  Garden,  in  1688.  The  earliest  of  the 
preserved  records  of  the  Yearly  Meeting  date  from  1708. 

It  is  worthj'  of  note  that  it  was  in  this  State  that  the  Friends  first 
became  infiueutial  in  the  administration  of  civil  affairs.  One  of  the  best 
of  the  early  Governors  of  North  Carolina  was  a  Friend,  John  Arch- 
(hUe,  a  Proprietor,  whose  administration  began  in  1795.  By  his  wis- 
dom, prudence,  and  sagacity,  quietude  and  peace  were  brought  to  the 
hitherto  badly  governed  and  consequently  turbulent  colony. 

With  a  population  consisting  of  so  large  and  representative  a  pro- 
portion of  this  sect,  one  of  whose  fundamental  doctrines  is  freedom  in 
civil  and  religious  affairs,  it  is  not  to  be  wondered  that  the  Old  North 
State  has  such  an  honorable  history  in  her  efforts  for  independent  self- 
government.  And  with  the  well-known  record  of  the  Friends  for  zeal 
in  promoting  education,  it  would  be  a  matter  of  surprise  if  their  his- 
tory was  not  intimately  connected  with  the  educational  advancement 
of  the  State.  So  it  has  been,  but  unfortunately  no  care  was  taken  to 
preserve  the  records  of  their  early  educational  undertakings.  The 
Friends  here,  as  elsewhere,  have  it  as  a  part  of  their  discipline  that 
no  child  shall  grow  up  among  them  without  the  rudiments  of  a  good 
«.'ducatiou.  They  have  ever  maintained  schools,  when  practicable,  whose 
influence  has  been  widely  felt  beyond  the  limits  of  the  Society.  Since 
1750  the  Friends  have  constituted  but  a  small  proportion  of  the  popu- 
lation of  the  State,  the  Society  at  this  time  numbering  less  than  seven 
thousand  members,  yet  they  ha\c  been  a  potential  factor  in  providing 
for  the  educational  upbuilding  of  the  people,  especially  since  the  late 
Civil  War. 

The  oldest  Friends'  schools  in  North  Carolina  still  in  operation  were 
established  in  1833,  and  their  history  will  next  be  considered. 

friends'  boarding  school. 

This  institution  is  located  at  New.  Garden,  six  miles  west  of  Greens- 
borough,  in  Guilford  County. 

New  Garden  was  settled  by  Friends  early  in  the  eighteenth  century 
and  soon  became  the  center  of  a  large  community  of  that  sect.  For  a 
luimber  of  years  the  Yearly  Meeting,  the  highest  authority  in  discipline 
and  other  matters  relating  to  the  Society  of  Friends  in  the  State,  was 
held  there,  but  since  1881  High  Point,  a  neighboring  town,  owing  to 
belter  railroad  facilities  has  been  the  seat  of  that  assembly. 

For  detailed  information  concerning  the  school  the  writer  is  indebted 
to  Prof.  L.  Lyndon  Hobbs  for  the  use  of  an  address  which  he  deliv- 


144  HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 

ered  at  a  student's  reunion  at  Kew  Garden  on  August  23,  1883.  This 
address  was  prepared  with  great  care,  and  it  is  so  admirably  adapted 
to  the  purposes  of  this  sketch  that  it  is  followed  with  closeness  and  free- 
dom. 

'■'  This  institution,"  says  Professor  Hobbs,  "  had  its  origin  in  a  deep 
religious  concern  for  the  education  of  the  members  of  the  ITorth  Caro- 
liua  Yearly  Meeting  and  for  the  promotion  of  the  Society  of  Friends. 
No  less  powerful  motive  than  a  religious  one  could  have  sustained  the 
worthy  men  and  women  who,  fifty  years  ago,  struggled  against  poverty 
and  indifference  for  the  establishment  of  a  school  for  their  own  children 
and  for  those  of  future  generations." 

Steps  preliminary  to  the  establishment  of  the  school  were  taken  at 
the  Yearly  Meeting  in  1830.     Subordinate  meetings  were  directed  to're- 
port  the  following  year  upon  the  character  of  the  schools  attended  by 
the  children  of  Friends,  and  also  to  give  the  number  of  Friends'  chil- 
dren of  school  age,  and  of  these  the  number  not  in  school. 

At  the  next  session  of  the  Yearly  Meeting  the  subordinate  meetings 
reported  as  directed.  Their  report  is  thus  recorded:  "There  is  not  a 
school  in  the  limits  of  the  Yearly  Meeting  that  is  under  the  care  of  a 
committee  either  of  monthly  or  preparative  meeting.  The  teachers  of 
Friends'  children  are  mostly  not  members  of  our  Society,  and  all  the 
schools  are  in  a  mixed  state;  which  brought  the  meeting  under  exercise 
for  a  better  plan  of  education,  and  Dougan  Clark,  Jeremiah  Hubbard, 
Xathan  Mendenhall,  Joshua  Stanley,  and  David  White  were  appointed 
to  prepare  an  address  to  the  subordinate  meetings  on  the  subject  of 
schools." 

The  following  extract  from  the  address,  which  was  adopted,  bears 
witness  to  the  high  estimate  which  the  Friends  place  upon  education: 
•'  We  believe  that  the  Christian  and  literary  education  of  our  children, 
consistent  with  the  simplicity  of  our  x)rofession,  is  a  subject  of  very  deep 
interest,  if  not  of  jjaramount  importance,  in  supporting  the  various  tes- 
timonies that  we  profess  to  bear  to  the  world,  and  even  the  very  exist- 
ance  and  continuance  of  the  Society." 

A  committee  was  api)ointed  to  receive  subscriptions  of  funds  for  the 
establishment  of  a  boarding  school.  The  amount  secured  that  year 
amounted  to  $370.55.  Another  committee  was  appointed  later  to  di- 
gest a  plan  relative  to  purchasing  a  suitable  farm  on  which  to  locate 
the  school  and  beginning  work,  and  to  report  the  same  at  the  next  an- 
nual meeting.  In  1832  a  plan  was  submitted  and  about  $1,200  were 
subscribed  for  putting  it  in  operation. 

This  plan  proposed  the  purchase  of  a  small  farm  with  buildings  nec- 
essary to  accommodate  forty  or  fifty  boarding  pupils.  It  was  provided 
that  the  institution  should  be  located  near  a  meeting-house,  and  not  on 
a  public  road.  The  ftirm  was  to  have  a  sufficient  orchard  of  fruit 
trees  to  furnish  fruit  for  the  students  and  be  suited  to  the  pasturage  of 
cattle  for  the  benefit  and  convenience  of  the  institution.     Care  was  to 


I 


EDUCATIONAL   EFFORTS    OF    THE    FRIENDS.  145 

be  taken  that  this  farm  should  be  watered  by  a  constantly  running 
stream,  located  in  a  bealtblul  iieigbborbood,  and  "  be  somewhere 
within  the  limits  of  New  Garden,  Deep  Eiver,  Western,  or  Southern 
Quarterly  Meetings." 

The  school  was  to  be  under  the  management  of  a  committee  appointed 
by  the  Yearly  ^Meeting,  consisting  of  two  men  and  two  women  from 
each  of  the  above-mentioned  Quarterly  Meetings.  This  committee  was 
empowered  to  decide  upon  location  and  to  appoint  the  superintendent 
and  teachers.  So  far  as  the  writer  can  learn  this  is  the  first  time  it  was 
ever  seriously  proposed  to  appoint  women  for  such  duties  in  North 
Carolina. 

All  the  students  were  to  be  boarders;  not  even  those  from  the  imme- 
diate neighborhood  were  to  be  received  as  day  scholars.  No  girls  under 
ten  or  boys  under  twelve  years  of  age  were  to  be  admitted.  It  was  ex- 
l)ressly  stated  that  "none  but  members  of  the  Society  of  Friends  and 
the  children  of  members  should  bo  admitted,  and  none  for  a  shorter 
time  than  three  months."  This  i)rovision,  however,  was  soon  done  awuy 
with,  and  the  only  requirement  for  admission  was  evidence  of  good  char- 
acter. 

The  instructors  were  to  teach  studies  approved  by  the  committee,  be 
present  with  the  pupils  at  their  meals,  and  lodge  in  their  bedchambers 
with  them. 

In  addition  to  regulations  regarding  the  observance  of  the  Sabbath, 
the  following  are  some  of  the  general  rules  to  be  observed  by  the  chil- 
dren: "  Upon  awaking  in  the  morning  you  should  endeavor  to  tiun 
your  minds  inward  and  wait  upon  your  great  Creator,  the  author  of  all 
your  blessings,  and  think  of  his  great  loving-kindness  to  the  children 
of  men  in  sending  his  beloved  Son  into  the  world  that  whosoever  shall 
believe  shall  have  everlasting  life. 

"During  the  hours  of  recreation  j'ou  should  observe  moderation  and 
decency  in  all  jour  conduct,  carefully  guarding  against  eveiything  that 
would  vex  or  provoke  each  other  to  wrath,  and  avoid  throwing  sticks, 
stones,  etc.,  calling  nick-names,  or  mocking  one  another  or  the  aged  or 
the  deformed.  *  *  *  The  boys  are  not  to  indulge  themselves  in 
the  dangerous  i)ractice  of  climbing  trees. 

''  You  are  neither  to  borrow,  lend,  buy,  nor  exchange  without  leave. 
"When  strangers  speak  to  you,  give  modest,  suitable  answers,  with  your 
faces  turned  towards  them. 

"In  the  evening  after  supper  you  are  again  to  collect  together,  and 
after  the  calling  of  your  names  retire  to  your  bed-chambers  in  as  much 
stillness  as  possible,  avoiding  conversation,  folding  up  your  clothes 
neatly  and  putting  them  in  their  proper  places.  And  you  are  tenderly 
and  affectionately'  advised  to  conduct  and  close  the  day  with  remember- 
ing your  gracious  Creator,  that  being  the  best  preparation  for  quiet 
repose." 

17037— No.  2 10 


146  HISTORY    OF    EDUCATION    IN   NORTH    CAROLINA. 

Each  monthly  meeting  within  the  limits  of  the  Yearly  Meeting  was 
to  select  one  man  or  woman  who  would  be  willing,  when  sufficiently ' 
educated,  to  teach  in  primary  or  monthly  meeting  schools,  to  be  edu- 
cated at  the  boarding  school  at  the  expense  of  the  monthly  meeting  or 
from  the  general  fund  of  the  Yearly  Meeting,  if  the  i^arent  or  guardian 
should  not  be  able  to  pay  the  board  and  tuition  fee. 

In  1833  the  school  was  located  on  the  site  it  still  occupies,  and  through 
the  influpuce  of  George  0.  Mendenhall,  a  prominent  Friend  and  a  mem- 
ber of  the  State  Senate,  the  General  Assembly  of  that  year  granted 
an  act  of  incorporation. 

The  Friends,  while  neither  strong  in  numbers  nor  wealth,  made  sub- 
stantial progress  towards  placing  the  institution,  which  for  several, 
years  had  been  an  object  of  solicitoas  care,  on  a  firm  basis.  They  ad- 
mi  tted  and  deplored  the  fact  that  their  "  members  are  generally  very 
deficient  in  literary  knowledge,"  but  now  they  rejoiced  in  the  dawn  of 
a  brighter  day. 

In  accordance  with  the  original  plan,  the  trustees  purchased  a  small 
iParm,  and  in  1834  Elihu  Coffin,  a  descendant  of  Admiral  Coffin  of 
Eevolutiouary  tame,  donated  a  tiact  of  land  containing  seventy  acres, 
adjacent  to  that  first  purchased,  to  be  used  for  the  benefit  of  the  school. 
Mr.  Coffin  was  one  of  the  original  trustees,  and  his  gift  was  one  of  the 
first  and  largest  that  came  to  the  institution. 

Interest  in  the  struggling  school  was  not  confined  to  the  limits  of  a 
single  commonwealth,  for  the  Yearly  ]\Ieetings  of  several  States  not 
only  gave  words  of  encouragement  but  also  liberal  contributions  for  con- 
structing and  furnishing  the  necessary  buildings.  The  Friends  in  Eng- 
land have  also  manifested  a  lively  interest  in  the  institution  since  its  in- 
cipiency.  The  following  contributions  are  worthy  of  special  note.  As 
early  as  1834  English  Friends  had  contributed  $2,000  for  the  erection 
of  buildings.  In  1837  Joseph  John  Gurney,  of  England,  gave  $500,  one- 
half  of  which  was  to  be  applied  as  the  trustees  saw  fit  and  the  balance 
to  be  used  in  aiding  the  children  of  Friends  who  were  not  able  to  meet 
the  expenses  of  their  education.  This  was  the  beginning  of  the  fund  to 
aid  students.  Through  the  donations  of  English  Friends  "early  pro- 
vision was  made  to  defray  the  expenses,  wholly  or  in  part,  of  ten  chil- 
dren at  the  school.  This  assistance  was  given  for  several  years  at  a 
I)eriod  in  the  school's  history  when,  but  for  this  aid,  the  attendance 
would  have  been  discouragingly  small."  George  Howland,'of  thejSew 
England  Yearly  Meeting,  contributed  $l,000"in  1830,  and  subsequently 
gave  another  thousand.  Of  the  early  friends  and  benefactors,  Roland 
Green,  of  Rhode  Island,  was  one  of  the  most  ardent.  Liberal  contribu- 
tions have  been  received  from  members  of  tlie  New  York,  Philadelphia, 
and  Baltimore  Yearly  Meetings;  Francis  T.  King,  a  noble  philanthropist 
of  Baltimore,  alone  contributing  about  $10,000. 

Professor  Hobbs  says  that,  "  Of  tlie  members  of  the  North  Carolina 
Yearly  Meeting  no  one,  perhaps,  exerted  a  greater  influence  for  the 
school  ^t  home  and  ^sbropd  thap  ISTathap  Hunt-    An  eminent  minister 


EDUCATIONAL   EFFORTS   OF   THE   FRIENDS.  147 

of  the  Gospel,  ardently  iuterestecl  in  the  education  of  the  young  people 
of  our  State,  he  used  his  extraordinary  eloquence  to  aid  the  effort  which, 
was  being  made  for  the  establishment  of  a  higher  institution  of  learning. 
Through  his  influence  many  large  donations  were  made." 

The  necessary  buildings  having  been  completed,  the  school  was  opened 
August  1,  1837.  Fifty  students  were  in  attendance  the  iirst  day — 
twenty-five  boys  and  twenty-five  girls.  This  equal  representation  of 
the  sexes  fitl^'  symbolizes  the  equal  advantages  which  they  have  en- 
joyed here  throughout  the  entire  history  of  the  institution,  notwith- 
standing the  opposition  shown  in  the  State  to  the  coeducation  of  the 
sexes. 

The  first  superintendents  were  Doiigan  and  Asenath  Clark,  two  well- 
known  and  accomplished  Friends.  The  contract  under  which  they  were 
employed,  a  most  formal  instrument,  begins  thus:  "This  indenture, 
made  on  the  18th  day  of  the  2nd  month,  in  the  year  of  our  Lord  one 
thousand  eight  hundred  and  thirty-seven,  between  Dougan  Clark  and 
Asenath  Clark,  his  wife,  on  the  first  part,  and  Nixon  Henly  and  others, 
trustees  of  2^ew  Garden  Boarding  School,  in  the  county  of  Guilford  and 
State  of  Xorth  Carolina,  on  the  other  part,  witnesseth:  That  said 
Dougan  and  Asenath  Clark,  his  wife,  for  and  in  consideration  of  the 
interest  they  feel  in  the  promotion  of  the  objects  of  the  said  boarding 
school,  together  with  the  further  consideration  of  the  covenants  here 
contained,  have  undertaken,  promised,  and  agreed,  and  by  these  pres- 
ents do  undertake,  promise,  and  agree,  etc." 

The  first  teachers  were  Jonathan  L.  Slocum,  of  Providence,  R.  I.,  i^rin- 
cipal  of  the  hojs*  school ;  Catharine  Cornell,  principal  of  the  girls' school; 
Harriet  Peck  and  Xathan  "B.  Hill.  All  of  the  instructors  but  the  last- 
named  were  from  New  England.  Mr.  and  Mrs.  Clark  served  the  insti- 
tution for  nearly  six  years. 

During  the  first  term  the  average  attendance  was  sixty-eight.  The 
Yearly  Meeting  fixed  the  charge  for  board  and  tuition  at  $65  per  year. 

Among  the  early  rules  adopted  by  the  trustees  were  the  following, 
which  at  this  time  will  cause  a  smile,  though  at  that  time  they  were 
enforced  with  all  seriousness:  "  It  is  the  united  judgment  of  the  com- 
mittee that  the  boys  should  have  their  hair  cut  smooth  and  decent." 
"Xo  more  frock  coats  to  be  admitted  into  the  school." 

For  a  decade  preceding  the  Civil  War  the  institution  was  much  em- 
barrassed financially,  and  in  1860  the  sale  of  the  property  was  pro- 
posed; but  Friends,  Xorth  and  South,  rallied  to  its  support  and  it  was 
decided  that  the  school  should  be  maintained.  During  that  period 
many  of  the  Xorth  Carolina  Friends  were  emigrating  to  free  soil;  and 
in  this  time  of  political  commotion  Ifew  Garden  suffered.  The  school 
was  continued  without  interruption  throughout  the  War  on  a  gold  basis. 

In  1867,  the  trustees,  encouraged  by  the  Baltimore  Friends,  decided 
to  make  the  school  more  efficient.  The  buildings  were  refurnished,  the 
corps  of  teachers  was  increased,  and  a  permanent  endowment  fund, 


148  HISTORY   OF   EDUCATION   IN   NORTH   CAROLINA. 

now  amountiDg  to  $23,700  in  invested  securities,  was  inaugurated. 
During  the  present  year  an  effort  is  being  made  to  increase  the  endow- 
ment to  $50,000.  Several  handsome  subscriptions  to  that  end  have  al- 
ready been  made  and  it  is  more  than  probable  that  the  hoped-for 
amount  will  be  obtained. 

The  institution  has  now  three  large  and  well-ordered  brick  buildings 
for  class-room  and  dormitory  purposes, — Founder's  Hall,  126  by  40 
feet,  three  stories ;  King  Hall,  100  by  60  feet,  with  a  front  projection 
16  by  40  feet,  three  stories  -,  and  Archdale  Hall,  90^  by  42  feet,  two 
stories. 

The  school  is  provided  with  a  good  library,  and  connected  with  it  are 
two  well-conducted  literary  societies.        ^ 

Two  courses  of  study,  the  "literary  and  scientific"  and  the  "classi- 
cal," each  extending  over  four  years,  are  provided.  Special  normal  in- 
struction is  given.  Diplomas  of  graduation,  but  not  degrees,  are  con- 
ferred on  those  completing  a  course.  The  academic  staff  now  numbers 
seven.  The  charges  per  academic  year  for  board,  tuition,  and  washing 
are  $150. 

Since  its  establishment  more  than  3,000  boys  and  girls  have  studied 
at  ISTew  Garden.  Their  influence  has  been  widely  felt  in  ]S"orth  Caro- 
lina and  in  several  States  of  the  West,  many  of  them  having  become 
teachers  and  preachers. 

Eeferring  to  the  influence  of  the  institution,  Professor  Hobbs  says, 
"  Its  effects  have  not  been  confined  to  the  limits  of  the  State.  Many  of 
her  children  have  found  homes  in  the  West,  where  they  have  won  dis- 
tinction as  teachers  in  high  schools  a'nd  colleges,  as  ministers  of  the 
Gospel,  and  as  substantial  conscientious  farmers. 

"  When  Kansas  Yearly  Meeting  was  organized,  an  aged  and  esteemed 
Friend,  John  Clark,  of  Indiana,  was  asked  why  it  was  that  in  all  the 
Western  Meetings,  with  rare  exceptions,  they  chose  for  clerks  either 
Carolinians  or  their  immediate  descendants.  After  a.  moment's  reflec- 
tion he  replied,  '  It  is  because  they  can  do  no  better,  for  they  would  if 
they  could.' " 

The  address  above  quoted  closes  as  follows  :  "  Inestimable  as  are  the 
benefits  which  the  founders  and  supporters  of  the  boardiug-school  have 
conferred  upon  their  fellow-men  through  an  unbroken  period  of  forty- 
six  years,  iu  view  of  the  thorough  improvements  for  the  accommoda- 
tion of  pupils  and  the  additions  to  our  facilities  for  instruction,  what 
has  been  accomplished  may  be  regarded  as  the  infancy  and  youth  of 
an  institution  which  is  now  entering  upon  its  manhood ;  and  this  day 
may  be  a  happy  fulfilment  of  the  prophecy  of  Jacob  Green,  a  well- 
known  Friend  from  Ireland,  who,  at  a  meeting  of  the  trustees  iu  1839, 
uttered  these  words:  '  This  institution  will  do  good  to  your  children's 
children.    It  is  the  Lord's  work  and  will  prosper  in  your  hands.' " 

This  prediction  of  Jacob  Green  is  now  on  the  point  of  being  realized 
in  a  fuller  sense  than  was  anticipated  at  the  time  of  its  utterance.    At 


EDUCATIONAL    EFFORTS    OF    THE    FRIENDS.  149 

the  students'  reiiiiion  iu  1883,  Fraueis  T.  Kiug  said  that  he  was  encour- 
aged to  believe  that  in  the  near  future,  instead  of  New  Garden  Boarding 
School,  the  institution  would  bear  the  more  imposing  title  of  "Guilford 
College  of  North  Carolina."  The  writer  is  informed  that  at  a  recent 
meeting  of  the  trustees  it  was  decided  to  change  the  name  to  Guilford 
College,  and  that  the  uextGeneral  Assembly  of  the  State  will  be  asked 
to  amend  its  charter  and  confer  upon  it  all  the  privileges  usual  to  col- 
leges. It  was  proposed  that  the  institution  be  christened  King  College, 
but  through  the  preference  of  Mr.  King  it  received  the  historic  name, 
Guilford. 

Steps  are  now  being  taken  to  secure  an  endowment  sufficient  to  equip 
and  maintain  this  school  fo%  a  high  grade  of  collegiate  work.  The 
institution  has  strong  and  influential  friends,  not  only  in  North  Caro- 
lina but  in  other  States,  and  it  bids  fair  to  become  one  of  the  first  col- 
leges in  the  State. 

BELVIDERE   ACADEMY. 

This  school  is  situated  at  Belvidere,  Perquimans  County,  near  the 
seat  of  the  first  settlement  made  in  the  State.  The  following  sketch  of 
this  well-known  Quaker  institution  was  prepared  for  this  work  by  Josiah 
Nicholson,  a  prominent  Friend  and  citizen  of  eastern  Carolina  : 

"  The  Society  of  Friends,  at  their  Quarterly  Meeting  held  at  Little 
River,  8th  month  31,1833,  entertained  a  proposition  to  establish  a  school 
(at  that  time  thjere  were  no  organized  schools  iu  the  Albemarle  district 
of  the  State),  and  a  committee  was  appointed  to  take  the  subject  into 
consideration,  select  a  place,  erect  the  buildings,  employ  a  teacher,  and 
put  the  school  in  operation.  • 

"  The  committee  purchased  a  lot  at  Belvidere  and  proceeded  to  erect 
a  two-story  building  thereon,  in  which,  on  the  30th  of  11th  mouth,  1835, 
school  was  opened  under  the  instruction  of  Edward  S.  Gifford,  of  Massa- 
chusetts. 

"This  school,  though  at  first  intended  only  for  Frieudsv  children, 
was  in  the  second  year  opened  for  others  besides  Friends,  by  their  con- 
forming to  the  rules  of  the  school. 

"It  has  continued  uninterruptedly  from  its  organization,  fifty  years 
ago,  up  to  the  present  time,  and  to-day  enjoys  a  fair  patronage." 

There  was  a  semi-centennial  celebration  of  this  school  on  December 
24,  1885,  and  the  following  is  an  extract  from  the  speech  of  Hon.  Jona- 
than W.  Albertson,  made  on  the  occasion: 

"I.have  feebly  pointed  to  some  of  the  influences  which  have  been  fer- 
menting within  the  last  fifty  years.  For  all  that  time,  with  trifling  in- 
termissions, this  school  has  been  open,  its  light  shining,  and  it  has  con- 
tributed no  trifling  share  to  the  thought  of  the  age.  All  honor  to 
these  old  walls!  and  all  honor  to  that  band  of  enlightened  men  who 
foresaw  the  needs  of  the  young  and  jirepared  an  alma  mater  to  bring 
r.p  children  furnished  forth  for  the  battles  of  the  century  ! 


150  HISTORY    OF    EDUCATION    IN   NOETH    CAROLINA. 

'Tor  fifty  years  a  stream  of  young  men  and  women  has  left  these 
doors  and  gone  into  the  workl,  bearing  with  them  the  lessoas  taught 
them  here,  and  here  they  were  always  taught  what  was  right.  Like  a 
stone  dropped  into  the  water,  the  circling  influence  is  felt  to  the  ex- 
tremity of  the  earth,  and  I  have  traced  the  pupils  of  Belvidere,  some  to 
where  the  surf  beats  upon  the  far  Pacific  shore,  some  to  the  land  of  the 
Montezumas,  and  some  linger  amidst  the  orange  groves  of  Florida. 
The  cities  of  the  Atlantic  sea-board  claim  some,  some  dwell  in  the 
mighty  valley  of  the  Mississippi,  and  some  have  not  wandered  far  from 
the  '  old  school  house.'  Many  of  them,  I  know,  are  abreast  of  the  age, 
and  all  are,  consciously  or  unconsciously,  imbued  with  its  spirit. 

"  I  was  here  when  these  doors  were  first  opened,  and  at  the  length 
of  fifty  years  I  return  to  greet  my  alma  mater. 

"Many  who  were  with  me  here  when  these  doors  first  opened  have 
passed  beyond  the  river.  I  remember  many  of  the  lost  ones.  Of  those 
who  remain,  I  ask  that  we  give  a  kind  thought  to  the  absent,  living 
and  dead ;  and  now  clasping  your  hands  across  the  chasm  of  fifty  years, 
I  bid  you  all  hail  and  God  speed." 

BALTIMORE  FRIENDS. 

Korth  Carolina  has  reason  to  be  grateful  to  the  "  Baltimore  Associa- 
tion of  Friends  to  advise  and  assist  Friends  of  the  Southern  States  "  for 
its  noble  and  successful  efforts  for  the  material  and  intellectual  upbuild- 
ing of  the  State  during  the  dark  period  succeeding  the  Civil  War.  At 
first  the  work  of  the  association  was  confined  to  Friends  occupying  that 
section  of  the  State  devastated  by  Sherman  in  his  march  to  the  sea, 
but  soon  the  limits  of  the  charity  were  broadened  until  they  embraced 
a  large  part  of  the  State's  territory  and  population  without  regard  to 
differences  in  religious  belief. 

Then,  too,  unlike  other  aid  associations  then  operating  within  the 
State,  only  help  was  given  to  the  white  race,  and  it  was  given  in  such 
a  way  as  to  elevate  and  not  pauperize.  The  leaders  in  the  movement 
believed  that  the  best  way  to  help  the  j)eople  was  to  put  them  in  a  con- 
dition to  help  themselves,  and  with  this  as  a  working. principle  their 
efforts  met  with  success. 

It  is  interesting  to  note  the  origin  of  this  association.  Soon  after  the 
outbreak  of  the  War  between  the  States,  Friends  from  l^orth  Carolina 
occasionally  passed  through  Baltimore  on  tbeir  way  to  the  West  to  seek 
homes  on  free  soil,  where  they  would  not  be  constantly  menaced  by  the 
horrors  of  war.  Many  of  these  received  assistance  froui  individual 
Friends  in  Baltimore,  but  towards  the  close  of  tbe  War  the  demands 
were  so  frequent  and  the  exigencies  so  pressing  that  the  Baltimore 
Friends  decided  to  co-operate  in  giving  aid,  and  this  led  to  the  formation 
of  the  association.  The  immediate  cause  leading  to  its  organization  is 
thus  stated  by  Mr.  Francis  T.  King:  "One  Sunday  morning  towards 
the  close  of  the  War,  two  pien  appeared  in  front  of  the  Friends'  meeting- 
Jjoiise  on  Oourtlanci  Street,  and  quietly  waited  on  the  pavement  till  serv- 


EDUCATIONAL   EFFORTS   OF   THE   FRIENDS.  151 

ices  were  over.  As  the  me'iibers  were  coraiiiji:  out  of  the  build in^f,  iho 
two  straugers  informed  several  of  tbe  congre^atiou  that  there  were  some 
North  Carolina  Friends  at  one  of  the  city  wharves  in  destitute  circum- 
stances. A  committee  at  once  repaired  to  the  locality,  and  found  there 
fifty  persons  of  all  nges  and  conditions  whose  homes  had  been  ruined  by 
the  passage  of  Shennan's  army  through  the  section  in  which  they  lived. 
They  had  obtained  permission  to  go  to  their  friends  in  the  North-west. 
Their  suirerings-excited  the  warmest  sympathy  of  the  Friends,  and  steps 
were  at  once  taken  for  their  comfort.  But  the  charity  did  not  stop 
there.  Permission  was  obtained  from  President  Lincoln  to  send  a  ves- 
sel load  of  provisions  and  agricultural  implements  to  the  Friends  in 
North  Carolina.  Several  hundred  more  Friends  soon  after  this  passed 
through  Baltimore  on  their  way  West,  and  they,  too,  received  assistance. 
The  temporary  aid  thus  extended  became  an  established  permanency, 
and  the  "Baltimore  Association  to  aid  Friends  in  the  South"  was 
formed  in  ISGo.  Since  the  War  this  association  has  expended  about 
$150,000  in  North  Carolina  in  educational  and  agricultural  work." 

The  association  discouraged  emigration  from  the  State,  and  returned 
to  their  former  homes  some  of  the  families  that  had  gone  West. 

The  following  extract  is  taken  from  the  first  annual  report  of  the  as- 
sociation, made  October  23,  ISGG: 

"  Whilst  thus  engaged  in  aiding  our  brethren  and  endeavoring  to 
relieve  their  physical  wants,  we  soon  discovered  that  tliere  weri'  even 
stronger  claiuis  ui)on  us  to  educate  their  children,  many  of  whom,  from 
the  need  of  their  labor  at  home,  the  scarcity  of  books,  and  the  conscrip- 
tion of  teachers,  had  lost  four  years  of  instruction,  the  period  of  a  conn- 
try  child's  school  life. 

'•One  of  our  number  (Francis  T.  King)  again  visited  North  Carolina 
at  the  time  of  the  Yearly  Meeting  in  the  eleventh  month,  18G5,  and 
there  met  in  consultation  our  friends  Joseph  Crostield,  of  England,  Sam- 
uel Boyce,  of  New  England,  and  Marmaduke  C.  Cope,  of  Philadelphia, 
and  conferred  with  the  education  committee  of  North  Carolina  Yearly 
Meeting.  After  carefully  considering  the  whole  subject,  the  associa- 
tion concluded  to  appropriate  $5,000  to  the  boarding  school  (New  Gar- 
den), $2,500  to  be  expended  in  repairing  the  school  buildings  and  in 
refitting  the  furniture  and  school  apparatus,  and  $2,500  to  pay  the  board 
and  tuition  at  the  school  of  the  children  of  Friends,  who  had  suffered 
most  by  the  War,  which  has  since  been  done.  Secondly,  to  establish 
l)iimary  schools  in  every  Friends'  neighborhood,  under  the  direction 
of  our  association,  and  to  appoint  acompetent  superintendent  to  devote 
his  whole  time  to  their  supervision.     *     *     * 

"We  are  satisfied  that  the  most  useful  pecuniary  aid  to  families  that 
we  can  now  reiuler,  and  one  that  will  be  most  general  in  its  api)licatiou 
and  i^ermauent  in  its  results,  is  to  assume  the  expense  and  oversight  of 
the  schools  (except  the  boarding  school),  until  our  Friends  recover  from 
the  effects  of  tjie  War  and  we  succeed  in  establishing  a  system  which  will 
sustain  itself.     *     *     * 


152  HISTORY    OF   EDUCATION    IN   NORTH    CAROLINA. 

"  The  subject  of  improved  agriculture  has  claimed  the  attention  of  our 
board,  and  our  president,  Francis  T.  King,  has  been  directed  to  confer 
with  North  Carolina  Friends  at  the  time  of  their  Yearly  Meeting,  next 
month,  and  submit  to  us  a  plan  for  accomplishing  this  very  important 
object;  without  it,  it  will  be  impossible  to  prevent  the  emigration  of 
many  young  people  whose  energy  and  ambition  have  been  stimulated." 

The  educational  work  of  the  association  was  commenced  about  the 
close  of  1865  by  assuming  charge  of  twelve  schools,  numbering  about 
six  hundred  students.  In  1867  the  number  of  schools  had  increased  to 
thirty-eight,  with  two  thousand  one  hundred  and  forty-three  pupils.  A 
graded  course  of  instruction  covering  a  period  of  four  years  was  intro- 
duced and  the  necessary  text-books  were  furnished  the  schools.  The 
[North  Carolina  Friends  furnished  the  school-houses,  boarded  the  teach- 
ers, and  provided  fuel,  in  return  for  which  their  children  received  free 
tuition.  The  children  of  those  who  did  not  belong  to  the  Society  of 
Friends  were  received  at  the  rate  of  $1  per  month. 

In  the  summer  of  1866  the  association  established  a  normal  school 
to  prepare  teachers  for  the  primary  schools,  which  was  continued  from 
summer  to  summer,  during  the  vacation  of  the  other  schools,  until  the 
State  ]!!^ormal  was  established.  Capable  instructors  were  secured  from 
the  North  to  direct  the  Normal.  Tuition  was  free,  and  teachers  of  all 
(leuominations  from  various  sections  of  the  State  attended.  The  aim 
of  the  Baltimore  association  was  to  prepare  North  Carolina  teachers 
to  teach  in  North  Carolina  schools,  and  in  that  way  to  secure  the  sym- 
pathy and  co-operation  of  the  people  of  the  State.  This  it  succeeded 
in  doing. 

At  one  time  the  association  had  under  its  management  fifty-six 
schools,  numbering  about  thirty-two  hundred  pupils,  of  whom  only 
thirteen  hundred  were  the  children  of  Friends. 

The  following  table,  prepared  by  Mr.  John  C.  Thomas,  the  secretary 
of  the  association,  shows  the  amount  spent  for  educational  purposes, 
not  including  the  sums  appropriated  to  the  model  farm  and  subscrip- 
tions of  members  of  the  association  to  the  boarding  school : 

Baltimore  Association  of  Friends  to  aid  Friends  in  the  South. 

AID  TO  EDUCATION  IX  NORTH  CAROLINA. 

1866.  For  New  Garden  school,  in  repairs,  apparatus,  aucl  tuition  of  36  scliol- 

ars $4,817.50 

1866.  For  30  primary  scliools  and  1  normal  School,  and  aid  to  new  school- 

houses 4, 710.  36 

1867.  For  New  Garden  School 1,332.73 

1867.  For  38  primary  schools  and  1  normal  school 11,327.12 

IbC'S.  For  40  primary  schools  and  1  normal  school  (about) 13,000.00 

1868.  For  New  Garden  School  (about) 1,000.00 

18G9.  For  New  Garden  School  (about) 500.00 

1869.  For  primai'y  schools  and  1  normal  school  (about) 10,000.00 

1670.  For  primary  schools  and  1  normal  school  (about) 4,  500. 00 

1870.  For  New  Garden  School  (about) 300.00 

1871.  For  primary  schools  and  1  norma  1  bchool  ...,».»......-..... 3, 150,  00 


EDUCATIONAL    EFFORTS    OF    THE    FRIENDS.  153 

1872.  For  primary  schools  and  1  uorraal  school $2,  r)75.  00 

187:^.  For  supcriiitcjuleut's  services 82').  00 

1874.  For  Buperinteudent's  services 500.00 

1875.  For  superiiiteudeut's  services .' 400.00 

1876.  For  superintendent's  services 1,200.00 

1><77.  For  superintendent's  services 800.00 

1878.  For  36  primary  schools  and  superintendent's  services 1,953.  09 

19/8.  For  New  Garden  scholars 232.  00 

l-^79.  For  primary  schools  and  superintendent's  services 1,2.54. 17 

1880.  For  primary  schools  and  superintendent's  services 1, 023.  90 

1881.  For  primary  schools  and  superintendent's  services 544.00 

$65,944.87 
THE  MODEL   FARM. 

The  model  fiirm,  established  in  1807  near  High  Point,  iu  Randolph 
County,  was  one  of  the  greatest  educational  factors  introduced  into  the 
State  by  the  association. 

The  president  of  the  association  in  his  annual  report  for  1867,  after 
referring-  to  the  low  and  unreuiunerative  state  of  agriculture  in  North 
Carolina  and  the  fact  that  many  of  her  citizens  were  emigrating,  says: 
''To  educate  and  enlighten  her  people  without  at  the  same  time  demon- 
strating the  possibility'  of  greater  returns  to  labor,  would  still  further 
tend  to  depopulation.  Our  work,  so  general  in  its  character,  could  not 
fail  to  stimulate  Friends  to  desire  improved  agriculture.  There  has 
been  a  continual  pressure  upon  us  to  establish  a  model  farm  and  to  place 
among  them  a  practical  farmer,  who  with  imjiroved  farming  implements, 
artificial  manures,  the  introduction  of  grasses,  selected  seed  and  stock, 
could  demonstrate  to  their  eyes  the  great  neglected  wealth  of  the  soil, 
awaiting  only  the  call  of  improved  cultivation;  and  who,  by  the  estab- 
lishment of  agricultural  clubs  within  the  limits  of  each  quarterly  meet- 
ing, should  stimulate  a  spirit  of  inquiry  and  enterprise  which  would  be 
rewarded  by  the  best  practical  results.  We  have  accordingly  purchased 
the  farm  ot  that  honored  and  devoted  serva\it  of  Christ,  the  late  Nathan 
Ilunt^  at  Springfield,  on  the  dividing  line  of  Guilford  and  Randolph 
Counties." 

The  form  contained  200  acres  and  cost  $4,400.  An  experienced  farmer 
was  secured  and  the  farm  was  supplied  with  the  most  improved  farming 
implements  and  stocked  with  the  best  cattle.  The  farm  proved  a  great 
success.  A  wide-spread  interest  in  agriculture  was  awakened,  leading 
to  the  formation  of  many  farmers'  clubs.  W.  A.  Sampson,  who  had 
charge  of  the  farm,  gave  occasional  lectures  before  these  ckibs  on  ag- 
ricultural topics.  The  farm  soon  became  recognized  as  a  practical  agri- 
cultural school,  and  was  visited  frequently  by  farmers  from  distant  parts 
of  the  State. 

A  department  was  established  for  the  sale  and  distribution  of  im- 
proved stock,  agricultural  imi)lements,  and  seeds.  In  a  few  months 
after  the  farm  was  established  two  tons  of  clover-seed  were  distributed 
at  cost.  To  this  and  the  farm  together  the  association  appropriated 
about  824,000.    The  farm,  however,  soon  became  self-sustaining. 


154  HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 

The  emigration  of  Friends  was  stopped,  their  numbers  began  to  in- 
crease, and  they  are  now  numbered  among  the  most  cultured,  prosper- 
ous, and  enterprising  citizens  in  the  State. 

PHILADELPHIA  FRIENDS. 

The  Philadelphia  Friends  have  been  doing  much  to  elevate  and  ad- 
vance the  moral  and  educational  interest  of  the  colored  people  in  iSTorth 
Carolina  since  the  War. 

The  following  statement  in  regard  to  the  work  of  "The  Friends'  As- 
sociation of  Philadelphia  and  its  vicinity  for  the  relief  of  colored  freed- 
men,"  was  prepared  for  this  chapter  by  the  treasurer  of  the  association, 
Mr.  Richard  Cadbury  : 

The  Friends'  Association  of  Philadelphia  and  its  vicinity  for  the  re- 
lief of  colored  freedmen  was  founded  in  the  eleventh  month,  1863.  Its 
purpose,  as  tersely  stated  in  the  preamble  to  its  constitution,  "  shall  be 
to  use  every  means  in  its  power  to  further  the  object  indicated  in  the 
title  and  preamble." 

The  work  then  begun  extended  over  a  wide  area  and  embraced  a 
great  variety  of  objects,  and  any  statement,  therefore,  of  what  was  done 
in  one  branch  and  in  one  State  must  necessarily  be  imperfect,  as  the 
details  would  have  to  be  almost  entirely  estimates. 

The  first  school  founded  by  this  association  in  North  Carolina  was  at 
Greeusborough,  Guilford  County,  in  the  eleventh  month,  1865. 

At  the  meeting  of  the  executive  board  held  in  the  sixth  mouth  of  that 
year,  the  instruction  committee  reported  that  they  "  are  desirous  of  pro- 
curing the  services  of  an  interested  friend  to  locate  and  superintend 
schools  in  North  Carolina  and  Western  Virginia."  Yardley  Warner 
was  soon  after  appointed  to  visit  North  Carolina  to  prejiare  the  way  for 
establishing  schools,  and  in  the  ninth  month  report  was  made  that 
"Nereus  Mendenhall  has  been  appointed  superintendent  of  schools  in 
North  Carolina,  and  nine  teachers  selected  to  act  under  his  care."  In 
the  twelfth  month  report  was  made  that  the  following  schools  were  in 
operation  :  Greeusborough,  7  teachers ;  Salisbury,  4  teachers ;  Deep 
Eiver,  1  teacher;  Goldsborough.  3  teachers. 

In  the  second  month,  1866,  report  was  made  that  over  3,000  children 
were  being  educated  in  the  North  Carolina  schools.  In  the  fourth 
month,  1866,  the  following  schools  were  in  operation :  Goldsborough,  5 
teachers;  Hillsborough,  2  teachers;  Durham,  1  teacher;  Mebanesville, 
1  teacher;  Centre,  3  teachers ;  New  Garden,  1  teacher ;  Greeusborough, 
3  teachers;  Jamestown,  1  teacher;  Deep  River,  2  teachers;  Sandy  Ridge, 
1  teacher;  Oak  Ridge,  1  teacher;  Bruce's  Cross  Road,  1  teacher;  More- 
head's  Mill,  I  teacher;  Thomasville,  1  teacher;  Charlotte,  3  teachers; 
Salisbury,  3  teachers ;  Lincoluton,  1  teacher;'Mud  Lick,  1  teacher;  Madi- 
son, 1  teacher;  Walnut  Cove,  1  teacher. 

During  the  year  1869,  29  schools  were  maintained  in  North  Carolina 
with  about  40  teachers.  In  addition  to  those  in  the  above  list  (some  of 
which  had  been  discontinued)  there  were  schools  at  Hopewell,  Lexing- 


EDUCATIONAL    EFFORTS    OF    THE    FRIENDS. 


155 


ton,  Salem,  Mount  Yernon,  Cedar  Grove,  Coinpaiiy  Slio})s,  Warrenton, 
Booue  Hill,  and  30  small  schools  in  Eowan,  Iiedoll,  and  JJavies  Coun- 
ties, under  the  care  of  a  special  superintendent. 

This  is  probably  the  highest  point  reached,  both  in  tlie  number  of 
schools  and  scholars.  A  reasonable  estimate  would  i)lace  the  average 
enrolment  of  these  schools  for  a  number  of  years  at  2,000. 

In  1871  there  were  IG  schools,  2G  teachers;  in  1878,  13  schools,  21 
tt'achers ;  1881,  4  schools,  11  teachers. 

At  the  present  time  2  schools  are  maintained  bj'  the  association, — 
Goldsborough,  G  teachers;  Salem,  2  teachers;  besides  some  assistance 
given  to  the  schools  at  Greensborough  and  Iluthertbrdton. 

It  is  i^roper  to  state  that  in  very  few  instances,  even  from  the  begin- 
ning, has  the  entire  expense  of  supporting  any  school  been  borne  by 
the  association.  The  Freedmen's  Bureau,  the  Peabod^'  Fund,  local 
taxation,  the  colored  people  themselves,  and  many  of  the  white  people, 
have  all  aided  in  the  work. 

It  is  dilficult  to  estimate  the  amount  of  money  expended  in  North 
Carolina  for  education.  In  18G9,  probably  $10,000  is  within  the  mark; 
in  the  last  fiscal  year  $750.  Including,  under  educational  purposes, 
bibles,  tracts,  etc.,  I  think  $00,000  within  the  mark,  as  the  money 
expended  by  the  association  from  its  own  contributions  since  1865. 

NEW  YORK  FRIENDS. 

The  Bible  School  and  Missionary  Board  of  Xew  York  Yearly  Meeting 
of  Friends  has  been  doing  important  educational-work  in  North  Caro- 
lina among  colored  people  since  1874,  and  among  white  people  since 
1878.  The  chairman  of  the  board,  Mr.  Kobert  M.  Ferris,  has  kindly 
furnished  the  following  statement  in  regard  to  their  educational  under- 
takings in  this  State  : 

Schools  for  colored  people. 


Tears— winter. 

Number 
orscbouls. 

Number 
of  pupils. 

AlDOUUt 

expeuded. 

1874-75            

1 
5 
11 
10 
10 
16 
15 
15 
16 
17 
19 
15 
8 

45 
170 
435 
695 
401 
755 
540 
CI  5 
689 
704 
7t8 
.■>52 
.'i4,S 

$100. 00 

1875-76                              - 

243. 00 

187G  77                   

635. 00 

1.S77-78                       

1, 246.  00 

1878-79                              

1,016.59 

1879  80                      ■                    

1,613.00 

1880-81                       

1,  502. 04 

Ijigl  82                              

1,225.95 

if82_g3                                

1,302.82 

1^>^3_84                                           ., 

1,  5  2.  Y>, 

1 ,  ^  i-85                                              

1,909.00 

1.  492.  00 

1886-87            

1,780.79 

$15,  785.  54 

156 


HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 


Nearly  all  these  schools  are  in.  Randolph  and  Guilford  Counties.  In 
connection  with  the  above  schools,  Sabbath  schools  are  generally  held » 
girls'  sewing  schools  in  connection  with  some,  temperance  organizations 
with  many,  and  mothers'  meetings  for  general  instruction  in  family 
duties  in  connection  with  a  few.  With  very  few  exceptions  the  teachers 
are  professing  Christians,  and  in  most  cases,  active  workers.  A  super- 
intendent, paid  by  the  board,  visits  the  schools  from  time  to  time* 
These  schools  draw  a  certain  amount  of  public  money,  which  is  suf- 
ficient to  maintain  them  for  two  to  three  months.  The  money  from 
the  friends  extends  the  time  upon  an  average  about  five  months,  and 
makes  it  possible  to  secure  a  much  better  grade  of  teachers.  The 
teachers  are  always  selected  and  engaged  as  approved  by  the  Board^s 
superintendent,  and  the  schools  send  reports  to  New  York  every  month. 
Appropriations  for  physical  relief^  clothing,  etc.,  are  not  included  in 
the  above  report. 

Schools  for  white  people. 


Tears— winter. 

Ifnml)er 
of  schools. 

Number 
of  pupils. 

Amount 
of  money. 

1878  79            - 

5 
12 

9 
11 
11 
15 
11 
11 

175 
485 
343 
513 

278 
625 
484 
495 

$100.  00 

1879-80 

320.  00 

188    81        

294.  00 

1881  82  

200.  00 

1882  83          ^ 

260.  00 

1883-84  

257.  15 

i884  85 

275.  00 

1885-80  

125. 00 

1      $1,  831. 15 

1 

The  above  schools  were  among  Friends  mostly  in  Randolph  and  Guil- 
ford Counties. 

The  Friends  have  several  excellent  self-supporting  schools  in  the 
State,  and  they  were  never  more  zealous  than  now  in  promoting 
education. 


CHAPTER  VIII. 

UISTORY  AND  STATUS  OF  EDUCATION  AMONG  THE  COL- 
ORED PEOPLE.' 

From  what  can  be  gathered  from  tradition  and  observation,  it  does 
seem  that  the  colored  people  of  North  Carolina  have,  during  the  last 
hundred  years,  partaken  of  that  hearty  and  independent  spirit  which 
has  characterized  their  white  masters  and  fellow-citizens  of  the  same 
soil. 

And  while  the  above  remark  would  not  necessarily  suggest  educa- 
tional progress,  it  is  a  fact  that  education  has  its  most  ready  growth 
and  development,  with  its  attendant  fruits,  in  an  atmosphere  pregnant 
with  the  spirit  of  thrift  and  independence.  Hence  the  colored  people 
of  North  Carolina  for  a  long  time  have  been  the  most  noted  of  the  race 
in  the  South  for  their  ardent  desire  for  education  and  for  theii'  zealous 
perseverance  in  trying  to  secure  the  same.  This  is  confirmed  in  that 
so  many,  before  the  War,  betook  themselves  to  the  States  in  the  Uuion 
which  would  allow  them  an  education.  Hence,  further,  the  fact  tbat 
the  emancipation  found  the  North  Carolina  colored  people  so  well  \)re- 
pared  to  receive  its  concomitant  blessings,  especially  those  of  educa- 
tion. This  will  be  confirmed  by  the  following  notes  on  the  educational 
institutions  of  which  North  Carolina  negroes  can  boast: 

I.  The  oldest,  and  one  of  the  most  representative,  of  the  colored 
schools  in  the  State  is  the  Shaw  University,  for  both  sexes,  at  Ealeigh. 

This  school  had  its  origin  in  the  formation  of  a  theological  class  of 
freedmen  in  Ealeigh,  December  1,  18G5,  taught  by  Rev.  H.  M.  Tupper, 
of  Massachusetts,  who,  with  his  wife,  had  arrived  in  Raleigh  the  10th  of 
the  preceding  October.  The  work  was  commenced  under  the  auspices  of 
the  "American  Baptist  Home  Mission  Society."  The  school  has  devel- 
oped with  great  rapidity,  being  commenced  as  the  "Raleigh  Institute," 
and  successively  changing  its  name,  until  now  as  the  Shaw  University  it 
occupies  several  acres  of  land  situated  in  one  of  the  most  desirable  parts 
of  the  city,  upon  which  have  been  erected  five  large  handsome  brick 
buildings.     I  suppose  its  property  may  not  truly  be  estimated  at  less 


'This  interesting  aud  valuable  chapter  was  prepared  for  this  monograph  by  Prof. 
S.  G.  Atliiiis,  of  Livingstone  College,  one  of  the  foremost  institutions  in  the  State  for 
the  education  of  the  colored  people.  The  writer  is  thoroughly  couversant  with  the 
status  of  his  race,  and  wliat  ho  says  is  worthy  of  careful  attention. 

157 


158  HISTORY   OF   EDUCATION   IN   NORTH   CAROLINA. 

tliau  $200,000.  It  has  six  different  departments-^viz,  college,  scientific, 
normal,  theological,  medical,  and  industrial — in  successful  operation. 
A  reference  to  the  course  of  study  shows  that  the  amount  of  work 
done  at  Shaw  is  adequate  to  efiiciency  on  the  lines  indicated  by  the 
courses.  Special  mention,  might  be  made  of  the  medical  department, 
whose  Faculty  includes  some  of  the  most  eminent  members  of  the  med- 
ical profession  in  our  State.  The  indications  are  that  its  appliances 
will  soon  be  all  that  is  necessary  for  thoroughly  preparing  the  stu- 
dent for  his  special  work.  Further  points  will  be  noted  in  the  tabular 
chart.       ' 

II.  The  second  institution,  in  order  of  date,  for  the  colored  people  in 
North  Carolina  is  the  Biddle  University,  at  Charlotte,  for  young  men. 
This  institution  was  organized  in  1867,  under  the  auspices  of  the  Pres- 
byterian Board  of  Missions  for  Freedmen.  Its  advancement  has  been 
steady,  until  its  property  is  valued  at  $70,000,  and  its  scope  of  work 
covers  three  departments  of  instruction,  viz,  theological,  college,  and 
preparatory.  In  the  college  and  preparatory  departments,  either  one 
or  both  of  two  courses  are  pursued,  a  classical  course  and  a  scientific 
course.    The  ijreparatory  is  antecedent  to  the  college. 

The  courses  in  the  college  department  lead  to  the  degrees  of  A.  B.  and 
B.  S.;  and  it  might  be  added  that  the  character  of  work  done  at  Biddle 
is  no  whit  behind,  if  not  superior  to,  that  of  any  college  for  the  race  in 
the  State.     (See  tabular  chart.) 

III.  The  third  institution  of  learning,  in  order  of  date,  founded  in 
North  Carolina  for  the  education  of  the  colored  people  is  the  St.  Au- 
gustine Normal  School  and  Collegiate  Institute,  for  both  sexes,  at 
Ealeigh,  founded  by  the  Eev.  J.  Britten  Smith,  D.  D.,  and  under  the 
auspices  of  the  Protestant  Episcopal  Church.  St.  Augustine  Normal 
School  and  Collegiate  Institute  was  incorporated  July,  1867,  and  opened 
January,  1868.  Its  threefold  object  is  to  afford  young  men  and  women 
superior  advantages  for  obtaining  a  thorough  academic  education, 
to  train  and  equip  teachers  for  efiicient  service,  and  to  prepare  young- 
men  for  the  holy  ministry.  The  scope  of  its  work  embraces  four 
departments,  viz,  theological,  collegiate,  normal,  and  preparatory. 
The  course  in  the  theological  department  includes  instruction  in  the 
prayer-book  and  Bible,  Christian  evidences,  systematic  divinity,  eccle- 
siastical history,  and  homiletics.  The  course  in  the  collegiate  depart- 
ment embraces  history,  ancient  and  modern  ;  mathematics  to  trigonom- 
etry; and  so  much  of  the  sciesnces  and  classics  as  is  necessary  to  make 
the  student  master  of  the  more  important  facts  and  theories  of  science, 
and  to  lay  the  basis  of  a  thorough  scholarship  in  the  Greek  and  Latin 
languages.  In  the  normal  department  the  course  is  arranged  with 
special  reference  to  the  wants  of  teachers  in  the  public  schools.  Those 
desiring  to  enter  the  institute,  who  are  not  prepared  to  pass  examina- 
tions for  admission  to  the  academic  or  the  normal  department,  are 


il 


EDUCATION   AMONG   THE   COLORED   PEOPLE.  159 

lulmitted  to  classes  iu  the  preparatory  department.  (See  tabular 
chart.) 

IV.  The  fourth  institutiou,  iu  order  of  date,  founded  in  North  Car- 
oliiux  for  the  colored  people  is  the  Scotia  Seminary,  for  younjjj  hidies, 
at  Concord.  Scotia  Seminary  was  chartered  in  1870.  It  was  founded 
by  Rev.  Luke  Borland,  D.  D.,  and  is  under  the  auspices  of  the  Presby- 
terian Board  of  INIissions  for  Freedmen.  Its  scope  of  work  embraces 
three  departments,  viz,  industrial,  preparatory,  and  seminar3^  The 
seminary  department  embraces  two  courses  of  study,  viz,  a  normal 
and  scientitic.  The  object  of  the  normal  course  is  to  f]:ive  a  thorough 
l>reparatiou  for  teaching.  The  scientific  course  is  intended  to  give  some 
advantages  not  aflbrded  by  the  normal  course,  and  to  bring  the  stand- 
nrd  of  Scotia  up  to  that  of  similar  institutions  elsewhere.  This  course 
includes  the  sciences,  ancient  and  modern  literature,  and  mathematics 
to  geometry.    (See  tabular  chart.) 

Y.  The  fifth  institution  of  learning,  iu  order  of  date,  founded  in  North 
Carolina  for  the  education  of  the  colored  jieople  is  the  Bennett  Seminary, 
for  both  sexes,  at  Greensborough.  It  was  opened  in  1873.  Its  estab- 
lishment was  largely  due  to  the  prayers  and  labors  of  the  Rev.  Matthew 
Alston  (colored),  at  whose  earnest  representations  the  Freedmeu\s  Aid 
Society  of  the  Methodist  Episcopal  Church  founded  the  institution. 
The  Bennett  Seminary  embraces  five  courses  of  study,  viz,  a  college 
course,  a  normal  course,  an  English  course,  a  theological  course,  and 
an  instrumental  music  course.  The  college  course  has  not,  I  think,  as 
yet  been  put  into  operation,  but  the  other  courses  are  simitar,  in  char- 
acter of  work  done,  to  similar  courses  of  the  institution  previously  noted. 
(See  tabular  chart.) 

YI.  The  sixth  institution,  in  order  of  date,  established  in  North  Caro- 
lina for  the  training  of  colored  youth  is  the  first  high  school  founded 
by  the  State  for  the  education  of  its  colored  citizens.  It  is  known  as 
the  State  Colored  Normal  School  at  Fayetteville.  It  was  established 
by  the  State  board  of  education,  under  an  act  of  the  General  Assembly 
of  1876-77,  for  the  training  of  teachers  for  the  colored  schools  of  the 
State,  It  recjeives  an  annual  appropriation  of  $2,000  frojn  the  State. 
It  might  be  remarked  that  the  colored  people  of  Fayetteville  gave  the 
land  upon  which  the  building  in  which  the  uormal  school  is  conducted 
was  erected.     The  building  was  erected  by  the  Freedmen's  Bureau. 

The  State  has  since  established  four  similar  schools,  at  Salisbury, 
Goldsborough,Franklinton,and  Plymouth.  The  design  of  theseschools 
is: 

1.  Thorough  instruction  in  all  the  branches  required  to  be  taught  iu 
the  public  schools  of  the  State. 

2.  To  present  the  best  methods  of  teaching  these  branches  and  gov- 
erning the  schools. 

The  courses  of  study  are  ada[)ted  to  these  euds.     (See  tabular  chart.) 
YII.  Among  the  youngest  of  North  Carolina  negro  colleges  is  the 


160  HISTOliY   OF  EDUCATION  IN   NORTH  CAROLINA. 

Livingstone  College,  for  both  sexes,  at  Salisbury,  incorporated  in  1879, 
opened  in  1880,  and  under  the  auspices  of  the  A.  M.  E.  Zion  Church. 

This  institution  was  incorporated  in  1879  as  "Zion  Wesley  Institute," 
chartered  in  1884  as  "  Zion  Wesley  College,"  and  name  changed  in  1887 
to  "Livingstone  College."  Its  progress  has  been  marked.  It  is  now 
only  in  its  eighth  year,  and  has  property  valued  at  $75,000.  Its  Faculty 
numbers  fourteen  instructors.  Its  scope  of  work  includes  five  depart- 
ments, viz,  preparatory,  normal,  collegiate,  theological,  and  industrial 
departments. 

The  work  of  the  preparatory  department  is  represented  by  a  gram- 
mar school  course  of  four  years,  which  serves  as  preparatory  to  the  nor- 
mal course. 

The  normal  course  is  designed  to  prepare  efficient  teachers.  It  is, 
probably,  more  purely  normal  than  the  course  of  any  similar  department 
in  the  State.  The  college  department  offers  an  academic  course,  which 
includes  instruction  in  the  sciences,  mathematics,  and  belles-lettres. 
The  theological  department  comprehends  two  courses,  a  classic-theo- 
logical and  an  English-theological. 

The  industrial  department  offers  instruction  in  needle- work,  printing, 
carpentry,  and  cooking. 

This  institution*  is  unique  in  that  it  is  directed,  controlled,  and  offi- 
cered entirely  by  negroes. 

One  of  its  most  hopeful  inspirations  is  the  generous  encouragement 
given  by  white  friends,  both  at  the  Korth  and  in  the  South.  (See  tab- 
ular chart.) 

VIII.  The  last  institution  to  be  named  under  this  head  is  the  "  Frank- 
linton  Literary  and  Theological  Christian  Institute,"  for  both  sexes,  at 
Franklinton.  This  school  was  founded  in  1880  by  the  Christian  Church 
at  the  North.  It  is  now  in  its  eighth  session.  Its  curriculum  embraces 
four  departments,  viz,  a  preparatory,  an  intermediate,  a  normal,  and  a 
theological.  The  scope  of  the  courses  of  these  departments  is  not  so 
extensive  as  that  of  similar  departments  in  the  schools  previously  men- 
tioned ;  but  the  Franklinton  Literary  and  Theological  Christian  Insti- 
tute is  doing  an  effective  work  for  good  among  the  colored  people  of  j 
the  State.    (See  tabular  chart. 'k 


EDUCATION   AMONG   THE   COLORED   PEOPLE. 


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162  HISTORY   OF   EDUCATION  IN  NORTH   CAROLINA. 

OBSERVATIONS. 

This  sketpli  might  include  a  number  of  private  high  schools  and 
academies  not  referred  to  above,  among  which  should  be  mentioned  the 
Kittrell  Kormal  and  Industrial  School  at  Kittrell,  the  Whitiu  Kormal 
School  at  Lumberton,  the  Albion  Academy  at  Frauklinton,  the  Yadkin 
Academy  at  Mebaneville,  the  Wintou  Academy  at  Winton,  the  M.  E. 
Academy  at  Asheville,  and  the  Congregational  High  School  &t  Wil- 
mington. These  schools  are  doing  an  important  work  in  the  State  in 
supplying  the  communities  in  which  they  are  with  a  higher  order  of 
instruction  than  would  ordinarily  come  to  them.  To  the  schools  just 
mentioned  might  be  added  excellent  graded  schools  in  a  nuthber  o 
towns  in  the  State.  These  graded  schools  are  subject  to  the  same  pro 
visions  as  are  the  other  graded  schools  referred  to  in  the  monograph. 

It  might  be  remarked  that  the  industrial  departments  of  the  colleges 
are  doing  an  important  work,  and  are  proving  themselves  admirably 
adapted  to  the  needs  of  the  lately  emancipated  race.  These  depart- 
ments cover  a  wide  field  of  operations,  including  cari)entry.  printing, 
cabinet-making, needle- work,  shoemaking,  tailoring,  blacksmi thing,  and 
cooking. 

The  Bennett  Seminary  has  recently  added  to  its  departments  the 
Kent  Home,  a  model  home,  ''  put  up  and  opened  in  order  to  teach  girls 
and  young  ladies  how  to  make  a  perfect  Christian  home."  In  it  are 
taught  sewing  and  mending,  dress  and  garment  making,  housekeeping 
and  cooking,  nursing,  and  laundry  work.  Other  seminaries  in  the  State 
contemplate  having,  if  they  have  not  already  begun,  similar  depart- 
ments. 

It  is  the  opinion  of  those  most  interested  in  and  nearly  connected 
with  the  work  of  education  among  the  colored  people  that  there  can  be 
no  permanent  advancement  of  the  race  on  aesthetic  and  literary  lines 
without  improving  and  perfecting  the  home  life.  It  is  my  opinion  that 
the  mission  of  the  schools  among  us  can  never  be  fully  served  apart 
from  making  the  females  in  the  race  to  be  good  housekeepers — makers  of 
perfect  Christian  homes.  The  industrial  departments  of  most  of  the  col- 
leges above  referred  to  are  maintained  by  appropriations  from  the  John 
F.  Slater  fund.^ 

The  same  remarks  in  general  that  would  apply  to  the  public  schools 
of  one  race  in  North  Carolina  would  apply  to  those  of  the  other  race. 
The  North  Carolina  public  schools  are  as  yet  inefficient,  but  have 
made  and  are  making  progress.  True  of  one  race,  true  of  both.  The 
same  hindrances  impede  in  the  case  of  both,  with  jierhaps  one  excep- 
tion. To  this  one  exception  I  wish  to  refer.  It  is  the  great  want  (not 
absolute)  of  qualified  teachers  among  the  colored  people.  To  my  mind 
it  is  just  now  the  only  practicable  way  of  improving  our  public-school 


I 


'  North  Carolina  has  received  from  the  Slater  fund  the  following  amounts  for  the 
years  given:  1883,  |2,000;  1884,  $740;  1^35,14,400;  1886,  $3,600  ;  1887,  $4,200  ;  appor 
tioned  for  1887-88,  $5,300. 


EDUCATION   AMONG   THE   COLORED   PEOPLE.  163 

system.  I  mean  the  preparation  of  teachers  through  normal  trainiug 
schools.  It  can  hardly  bo  expected  that  the  State  will  soon  be  able  to 
materially  lengthen  the  school  terms  (an  average  of  2J  to  3  months), 
the  shortness  of  which  causes  chiefly  the  inefficiency  already  referred  to, 
but  the  State  can  arrange  to  have  better  teachers. 

There  are  just  two  ways — both  of  which  should  go  together,  one  of 
which  must  obtain — to  make  the  public  schools  passably  efficient.  They 
are  school  terms  oF  full  length,  and  teachers  with  full  preparation.  The 
one  would  afitbrd  tbe  time ;  the  other  would  furnish  the  means.  The 
former  is  almost  indispensable,  the  latter  is  entirely  so.  And  since  the 
latter  is  more  practicable,  I  would  say  that  schools  and  departments  for 
preparing  teachers  are  the  great  needs  of  our  public  school  system  at 
present,  especially  among  the  colored  people  of  the  State.  It  is  a  pleas- 
ing circumstance  to  note  that  the  State  is  striking  out  on  this  line,  and 
we  are  led  to  hope  that  our  schools  will  soon  be  furnished  with  such 
teachers  as  will  make  the  schools  all  they  should  be. 

The  last  observation  I  wish  to  make  appertains  to  the  attendance  in 
the  colored  schools  of  the  State.  In  all  the  schools,  high,  intermediate, 
and  primary,  the  attendance  is  increased  this  year  by  from  15  to  30 
l)er  cent.,  in  some  cases  it  is  nearly  doubled.  This  is  significant.  This 
fact  can  not  arise  from  any  lax  tendencies  in  the  management  of  the 
schools,  for  the  schools  have  rather  raised  their  standards,  broadened 
their  scope  of  work,  and  made  more  circumspect  their  discipline.  These 
observations  taken  all  in  all,  it  seems  to  me,  teach  that  the  North  Caro- 
lina negro  is  making  his  way  slowly,  but  truly  to  the  position  of  a 
useful,  intelligent.  Christian  factor  in  the  body-politic  of  this  progres- 
sive, intelligent,  and  Christian  commonwealth. 

S.  G.  Atkins. 


CHAPTER  IX. 

THE  PUBLIC  SCHOOLS. 

ORiaiN  OP   THE   SYSTEM. 

North  Carolina  was  one  of  the  first  States  to  make  constitutional  pro- 
vision for  both  the  common  and  the  higher  education  of  her  citizens. 
The  heroes  of  1776  recognized  that  liberty  and  enlightenment  were  com- 
plements of  each  other,  and  that  the  surest  safeguard  to  democratic 
government  is  education  ;  so  in  the  initial  Constitution  of  the  State  it 
was  declared  "That  a  school  or  schools  shall  be  established  by  the  Leg- 
islature for  the  convenient  instruction  of  youth,  with  such  salaries  to 
the  masters,  paid  by  the  public,  as  may  enable  them  to  instruct  at  low 
prices ;  and  all  useful  learning  shall  be  duly  encouraged  in  one  or  more 
universities." 

The  above,  then,  is  the  foundation  of  the  public-school  system ;  but 
such  was  the  financial  condition  of  the  State  in  the  early  years  of  its 
history  that  a  half  century  elapsed  before  the  fair  promise  of  the  Con- 
stitution was  realized,  even  in  a  measure,  in  so  far  as  it  related  to  com- 
mon schools.  The  University,  which  was  chartered  in  1789,  and  began 
the  work  of  instruction  in  1795,  was  doubtless  instrumental  in  educat- 
ing public  sentiment  to  the  importance  of  a  State  system  of  schools. 

Not  until  1816  did  the  public  authorities  take  any  action  on  this  ques- 
tion. In  that  year  Governor  Miller,  in  his  message  to  the  General  As- 
sembly, called  attention  to  the  need  of  public  schools,  and  recommended 
that  some  action  be  taken  looking  to  their  establishment.  The  Legisla- 
ture appointed  a  committee,  with  the  Hon.  Archibald  D.  Murphey  as 
chairman,  to  report  upon  the  subject  of  "  aiibrding  means  of  education 
to  every  one,  however  indigent."  Judge  Murphey  has  been  called  the 
father  of  our  public-school  system,  and  well  does  he  deserve  this  title. 

On  December  19,  1816,  Judge  Murphey,  in  behalf  of  the  committee, 
submitted  a  report  urging  the  establishment  of  "a  judicious  system  of 
public  education."  This  report,  which  he  drafted,  is  worthy  of  close 
study.  The  first  part  is  devoted  to  a  learned  dissertation  upon  the  ben- 
efits of  education  and  the  needs  of  the  State  University.  Following 
this  are  suggestions  for  a  school  system.  "This  general  system," 
says  the  report,  "must  include  a  gradation  of  schools  regularly  support- 
ing each  other,  from  the  one  in  which  the  first  rudiments  of  education 
are  taught  to  that  in  which  the  highest  branches  of  the  sciences  are  cul- 
164 


PUBLIC    SCHOOLS.  165 

tiviiled.  It  is  to  the  tirst  schools  in  this  gradation  that  your  committee 
beg  leave  to  draw  the  attention  of  the  Legislature  at  this  time,  because 
in  them  will  be  taught  the  learning  indispensable  to  all — reading,  writ- 
ing, and  arithmetic.  These  schools  must  be  scattered  over  every  sec- 
tion of  the  State,  for  in  them  education  must  be  commenced,  and  in  them 
it  will  terminate  as  to  more  than  one-half  of  the  community.  They  will 
be  the  most  difficult  of  organization  and  the  most  expensive  to  the  State; 
but  they  will  be  the  most  useful,  inasmuch  as  all  the  citizens  will  be 
taught  in  them,  and  many  of  the  children  are  destined  never  to  pass  to 
any  other." 

No  action  was  taken  at  this  session  of  the  Legislature,  and  Judge  Mur- 
phey  was  made  chairman  of  a  committee  to  investigate  the  subject 
more  fully  and  report  at  the  next  session.  He  was  much  interested  in 
tliis  subject,  and  before  submitting  his  report  in  1817  he  not  only  made 
a  careful  study  of  education  in  the  New  England  States,  but  also  visited 
Europe  to  examine  the  Continental  school  systems.  The  result  of  his 
study  and  observations  are  embodied  in  the  report  of  the  committee,  a 
voluminous  but  well-written  and  eminently  suggestive  document. 

A  comparison  with  the  reports  as  published  in  the  records  of  the  Gen. 
eral  Assembly  for  181G  and  1817  shows  that  their  main  provisions  are 
excellently  summarized  in  the  following  extract  from  the  admirable  his- 
torical sketch  of  the  North  Carolina  State  school  system  in  the  Eeport 
of  the  Commissioner  of  Education  (U.  S.)  for  1876: 

"The  report  (of  1810)  went  on  to  suggest  that  from  the  youth  edu- 
cated in  these  schools  at  State  expense  teachers  should  be  selected  for 
schools  in  which  they  might  be  qualified  to  teach,  and  that  discreet  per- 
sons should  be  appointed  in  each  countj'  to  superintend  and  manage 
the  concerns  of  the  sectional  schools  which  should  be  established,  to 
designate  the  children  who  should  be  educated  in  whole  or  in  part  at 
the  public  expense,  and  to  apply  the  funds  which  should  be  conse- 
crated to  the  purposes  of  these  schools.  It  closed  with  a  recommenda- 
tion that  the  two  houses  should  appoint  three  persons  to  digest  a  sys- 
tem of  public  instruction,  founded  upon  the  general  principles  which 
had  been  stated,  and  to  submit  the  same  to  the  next  General  Assembly. 

"The  house  concurring  with  the  senate  on  this  motion,  a  committee 
was  appointed,  with  the  same  gentleman  as  chairman,  which  made  an 
elaborate  report  at  the  session  of  1817.  This  new  report  recommended 
the  formation  of  a  fund  for  public  instruction,  and  the  constitution  of  a 
board  to  manage  the  funil  and  carry  into  execution  the  plan  of  public 
instruction  contemplated.  This  jdan  was  one  which  was  meant 'to  make 
the  progress  of  education  natural  and  easy,'  beginning  with  primarj' 
schools,  in  which  the  first  rudiments  of  learning  were  to  be  taught,  and 
proceeding  to  academies,  in  which  youth  were  to  be  instructed  in  lan- 
guages, ancient  and  modern  history,  mathematics,  and  other  branches 
of  science,  preparatory  to  entering  the  University,  in  which  instruction 
should  be  given  in  all  the  higher  branches  of  the  sciences  and  the  prin- 


166  HISTOEY   OF   EDUCATION   IN   NORTH   CAROLINA. 

ciples  of  the. useful  arts.  An  institution  for  the  deaf  and  dumb  was 
also  included  in  the  plan. 

"  For  the  elementary  instruction  to  be  given  it  was  proposed  to  divide 
each  county  in  the  State  into  two  or  more  townships,  and  to  have  one 
or  more  primary  schools  established  in  each  township,  which  should 
provide  a  lot  of  ground  of  not  less  than  four  acres,  and  erect  thereon  a 
sufficient  house,  and  vest  it  in  the  board  of  public  instruction.  For 
secondary  training  this  board  was  to  divide  the  State  into  ten  aca- 
demic districts  and  have  an  academy  erected  in  each  district;  the  State 
to  meet  one-third  of  the  expense  of  the  erection  and  the  site,  and  furnish 
one-third  of  the  sum  required  for  salaries  of  teachers,  on  condition  of 
their  instructing  a  certain  number  of  poor  children  free  of  charge.  As 
to  the  superior  instruction  which  was  meant  to  crown  the  whole,  the 
Legislature  was  urged  to  provide  the  needed  funds  for  sustaining  and 
carrying  forward  the  then  struggling  University.  For  knitting  the 
whole  together  came  the  board  of  public  instruction  to  be  constituted, 
which  was  to  consist  of  the  Governor  of  the  State  as  x^resident,  and  six 
directors,  to  be  appointed  by  the  General  Assembly.  This  board  was 
to  have  power  to  locate  the  several  academies  to  be  established ;  to  de- 
termine the  number  and  titles  of  the  professorships  therein ;  to  exam- 
ine, appoint,  and  regulate  the  compensation  of  the  professors  and  the 
teachers ;  to  appoint,  in  the  first  instance,  the  trustees;  to  prescribe  the 
course  of  instruction  and  discipline  according  to  the  general  rules  which 
should  be  first  fixed  by  law ;  and  to  provide  some  just  mode  of  advanc- 
ing from  the  primary  schools  to  the  academies,  and  from  the  academies 
to  the  Universit3%  as  many  of  the  most  meritorious  children  educated  at 
the  public  expense  as  the  proceeds  of  the  funds  for  public  instruction 
should  suffice  to  maintain  and  educate." 

The  writer  just  quoted  adds  that  •'  'No  better,  more  compact,  or  more 
connected  scheme  for  the  formation  of  a  State  system  of  instruction 
could  well  have  been  devised  at  that  quite  early  day.  The  main  fault 
in  it  was  that  it  undertook  too  much,  viz,  to  'maintain'  as  well  as 
'  educate'  the  children  of  the  poor — an  undertaking  quite  beyond  the 
means  of  a  State  yet  sparsely  settled,  and  with  the  burdens  of  a  recent 
war  still  weighing  on  the  people.  It  was  the  expense  which  this  por- 
tion of  the  ijlan  involved  that  seems  to  have  killed  the  project,  for 
though  the  bill  met  with  favor  from  the  Legislature,  was  ordered  to  be 
printed,  and  put  into  a  form  for  passage,  the  consideration  of  the  large 
sums  it  would  annually  require  to  carry  out  its  liberal  provisions  in- 
duced a  pause,  and  that  pause  was  fatal  to  it.  Instead  of  eliminating 
from  it  the  one  specially  impracticable  feature  and  trying  to  work  out 
the  practicable  ones,  its  advocates  desired  and  urged  its  passage  as  a 
whole,  and  so  friends  fell  from  it  and  it  failed." 

PROVISION  FOR  PUBLIC   SCHOOLS. 

No  further  legislative  action  was  taken  on  this  question  till  1825.  In 
that  year  "  a  fund  for  the  establishment  of  common  schools  "  was  estab- 


PUBLIC    SCHOOLS,  167 

lisbedby  the  General  Assembly  "  cousistiug  of  the  dividends  arising 
IVoni  the  stocks  then  held  or  afterwards  acquired  by  the  State  in  the 
banks  of  New  Berne  and  Cape  Fear,  the  dividends  arising  from  the 
stocks  owned  by  the  State  in  the  Cape  Fear  Navigation  Company,  the 
Uoaiioke  Navigation  Compan3',  and  the  Clubfoot  and  Harlowe's  Creek 
Canal  Company,  tlie  tax  imposed  by  law  on  license  to  retailers  of  spirit- 
uous liquors  and  auctioneers,  the  unexpended  balance  of  the  agricul- 
tural fuml,  all  moneys  paid  to  the  State  for  entries  of  vacant  lands,  and 
nil  the  vacant  and  unappropriated  swamp  lands  of  the  State,  together 
with  such  sums  of  money  as  the  Legislature  may  hereafter  find  it  con- 
venient to  appropriate  from  time  to  time."  "^ 

lion.  S.  M.  Finger,  superintendent  of  public  instruction  of  North 
Carolina,  in  a  recent  address  on  public  education  said  : 

"  From  those  sources  it  might  seem  that  a  large  fund  would  soon  have 
been  accumulated,  but  the  generosity  of  the  State  as  shown  by  act  of 
Assembly,  at  Fayetteville,  1789,  cut  off  what,  under  the  above-recited 
provision,  would  soon  have  yielded  a  magnificent  school  fund.  I  refer 
to  the  act  ceding  to  the  United  States  all  her  territory  now  included  in 
the  great  State  of  Tennessee.  I  recite  the  preamble  giving  the  reasons 
for  the  cession  of  this  magnificent  domain,  and  as  indicative  of  the 
character  of  our  people  at  that  early  date. 

"  'Whereas  the  United  States  in  Congress  assembled  bave  repeatedly 
and  earnestly  recommended  to  the  respective  States,  owning  or  claim- 
ing western  territory  to  make  cession  of  part  of  the  same  as  a  further 
means,  as  well  of  hastening  the  extinguishment  of  the  debts,  as  of  estab- 
lishing the  harmony  of  the  United  States  5  and  the  inhabitants  of  the 
said  western  territory  being  also  desirous  that  such  cession  should  be 
made  in  order  to  obtain  a  more  ample  i^rotection  than  they  have  here- 
tofore received.  Now  this  State  being  ever  desirous  of  doing  ample 
justice  to  the  public  creditors,  as  well  as  establishing  the  harmony  of 
the  United  States  and  complying  with  the  reasonable  desires  of  her 
citizens : 

*'  '■Be  it  enacted,  etc.''  The  act  goes  on  to  recite  the  manner  of  making 
the  deed,  and  various  conditions  of  the  grant,  among  which  is  this : 

"  ^Provided,  always,  That  no  regulations  made  or  to  be  made  by  Con- 
gress shall  tend  to  emancipate  slaves.' 

"  The  deed  was  made  February,  1790,  for  the  reason  stated  in  tbe  pre- 
nmble  above  recited,  and  the  grant  was  accepted  by  Congress  on  the 
I'd  day  of  Ai)ril  of  that  year.  Thus  it  was  that  North  Carolina  parted 
with  this  valuable  domain,  because  Congress  requested  it  to  be  done  as 
;i  means  of  paying  the  public  debt,  which  had  been  incurred  by  the  thir- 
teen origiiiiil  States  in  their  common  struggle  for  iiulependcnce.  Thus 
it  was  that  North  Carolina  surrendered  what  would  have  yielded  her  a 
magnificent  school  fund,  under  such  legislation  as  that  of  1825,  above 
recited.  This  action  on  thejiart  of  North  Carolina  was  in  marked  con- 
trast with  the  action  of  Connecticut  iu  refereuce  to  her  public  lauds. 


168  HISTORY    OF    EDUCATION    IN   NOETH    CAROLINA. 

Connecticut,  instead  of  contributing  lier  public  lands  to  the  payment  of 
the  common  debt  of  the  country,  held  her  '  western  reserve''  for  her  own 
uses  and  from  it  laid  the  foundation  of  her  school  fund." 

The  following  State  officials  were  appointed  to  manage  the  school 
fund:  the  Governor,  the  chief -justice  of  the  supreme  court,  the  speaker 
of  the  senate,  the  speaker  of  the  house,  and  the  State  treasurer,  with 
their  successors  in  office.  These  were  constituted  a  body  corporate  and 
politic  under  the  title  of  "  The  president  and  directors  of  the  literary 
fund."  They  were  empowered  to  hold  property,  and  to  dispose  of  and 
improve  the  same,  for  the  promotion  of  learning  and  the  instruction  of 
youth.  In  1836  the  constitution  of  the  board  was  changed,  and  it  was 
made  to  consist  of  the  Governor  and  three  others  to  be  appointed  by 
him  biennially. 

In  1837  the  literary  fund  was  largely  augmented  by  the  transfer  of 
$1,433,757  by  the  General  Government  to  North  Carolina,  being  this 
State's  share  of  the  surplus  deposit  fund.  That  sum,  less  $300,000,  was 
added  to  the  literary  fund,  increasing  this  fund  to  more  than  $2,000,000. 
The  Legislature  of  that  year  directed  the  president  and  directors  of  the 
literary  fund  to  digest  a  plan  for  common  schools  suited  to  the  condition 
and  resources  of  the  State,  and  to  report  the  same  at  the  next  session  of 
the  General  Assembly.  The  State  was  now  ready  to  carry  out  the 
educational  provisions  of  the  Constitution,  and  to  inaugurate  a  system 
of  common  schools  which  would,  to  some  extent,  meet  the  needs  and 
requirements  of  the  people. 

PUBLIC   SCnOOLS  ESTABLISHED. 

On  December  4, 1838,  the  president  and  directors  of  the  literary  fund 
made  their  report  to  the  General  Assembly  in  accordance  with  the  res- 
olution which  was  passed  by  that  body  at  its  previous  session.  The 
principal  provisions  of  this  report  and  the  workings  of  the  system  before 
the  late  Civil  War  are  thus  given  in  the  Keport  of  the  Commissioner  of 
Education  (U.  S.)  for  1876 :  "  It  proposed  to  have  the  State  divided  into 
1,250  school  districts,  each  to  have  a  school-house  erected  in  it,  as 
pleasantly  situated  and  as  neat  and  commodious  as  possible ;  to  have  a 
normal  department  organized  in  the  State  University  for  the  training  of 
teachers  for  the  schools;  to  have  the  income  of  the  literary  fund,  amount- 
ing then  to  about  $100,000  annually,  distributed  among  the  districts  at 
the  rate  of  about  $240  for  each,  to  aid  in  the  maintenance  of  schools,  and 
to  be  supplemented  by  a  local  tax  of  twice  that  amount,  levied  by  the 
county  court ;  and,  finally,  to  have  five  superintendents  of  schools  for 
each  county  and  three  committee-men  for  each  school  district. '  The 
scheme  provided  only  for  common  schools,  and  left  academies  to  succeed 
these  at  no  long  interval,  and  colleges  and  universities  in  due  time  to 
crown  the  whole. 

"  The  adoption  or  rejection  of  this  system  it  was  proposed  to  submit 
to  a  vote  of  the  people;  and  on  the  8th  of  January,  1839,  a  little  more 


PUBLIC    SCHOOLS.  169 

tbau  one  month  after  the  submission  of  the  report,  the  Legislature,  un- 
der the  lead  of  Mr.  W.  W.  (>heny,  chairman  of  the  committee  on  edu- 
cation, passed  an  act  to  divide  the  State  into  school  districts,  six  miles 
square,  and  to  refer  to  the  people  the  question  of  the  establishment  and 
maintenance  of  schools  in  these.  The  establishment  of  a  school  for 
teachers  was  passed  by.  in  counties  where  the  vote  should  be  in  favor 
of  common  schools  the  county  court  was  to  select  five  superintendents 
for  the  county,  whose  first  dutj'  was  to  divide  the  county  into  school  dis- 
tricts, for  each  of  which  three  committee-men  were  to  be  chosen  'to  as- 
sist the  superintendents  in  all  matters  pertaining  to  the  establishment 
of  schools'  within  their  districts.  The  court  was  also  to  see  to  the  levy- 
ing- of  a  tax  sufficient  to  build  a  school-house  for  fifty  scholars  in  each 
district,  and  the  further  tax  above  referred  to  for  meeting  the  State  al- 
lowance to  each  school,  which  tax,  however,  most  mistakenly  was  cut 
down  in  1844  to  one-fourth  of  what  had  been  recommended.  ^ 

"  Xearly  every  county  in  the  State  voted  for  the  schools  and  the  school- 
tax  proposed,  and  at  the  next  session  of  the  Legislature  in  1840,  a  law 
embodying  the  main  features  of  the  report  was  passed,  and  the  new 
school  system  was  at  once  set  in  operation.  It  was  modified  somewhat 
in  1844,  especially  by  an  allowance  of  an  increase  of  the  school  districts, 
diminishing,  in  proportion  to  that  increase,  the  amount  of  school  money 
to  be  paid  to  each,  and  also,  by  express  allowance,  the  amount  of  local 
tax  to  be  collected.  In  1852  a  State  superintendent  was  appointed. 
The  census  ot  1850  gave  the  number  of  schools  as  2,657  5  of  teachers. 
2,730;  of  jHipils,  104,095;  the  income  being  $158,564,  most  of  it  from 
local  taxes  and  from  public  funds.  In  1860  there  was  a  slight  advance 
upon  these  figures  as  to  schools,  teachers,  and  pupils,  and  an  increase 
of  the  income  to  $268,719,  the  greater  part  still  from  taxation  in  the 
counties  and  from  the  income  of  the  literary  fund."  " 

In  order  that  the  reader  may  have  an  idea  of  the  progress  of  educa- 
tion in  Xorth  Carolina  during  the  twenty  years  preceding  the  War  the 
following  school  statistics  of  the  census  of  1840  are  given.  It  must  be 
remembered  that  the  common-school  system  had  not  gone  into  opera- 
tion at  this  time.  In  1840  there  were  2  colleges  (including  the  Univer- 
sity), 141  academies  and  grammar  schools,  632  primary-  and  common 
(county)  schools,  making  a  total  of  775  educational  institutions.  The 
number  of  students  in  attendance  was  as  follows:  at  colleges,  158;  at 
academies,  4,398  ;  at  other  schools,  14,937;  making  a  total  of  19,483. 

The  following  comparative  statistics  are  gathered  from  an  article  in 
the  Xorth  Carolina  Journal  of  Education  of  February,  1858,  prepared 
by  Kov.  Calvin  n.  Wiley,  D.  D.,  superintendent  of  common  schools. 

The  average  length  of  the  schools  of  Maine  at  tliat  time  was  four 
months  and  three  weeks;  of  New  IIami).snire,  five  months ;  ofXorth 
Carolina,  four  months.  !Maine  and  New  Uampshire  distributed  about 
70  cents  i^er  capita  for  white  po[)nlation ;  Connecticut  and  Pennsylvania, 
about  95  cents ;  New  York  and  Ohio,  about  $1 ;  Virginia,  about  8  cents ; 


170  HISTOKY    OF   EDUCATION    IN   NORTH    CAROLINA. 

North  Carolina  about  50  cents.  North  Carolina  had  a  larger  school 
fund  than  Maine  or  New  Jersey  (by  $1,500,000),  or  Maryland  or  Vir- 
ginia (by  $600,000),  or  Massachusetts  (by  $500,000),  or  Georgia  (by 
$1,700,000).  North  Carolina  and  Georgia  were  about  equal  in  white 
population,  yet  the  former  had  2,000  more  common  schools  than  the 
latter,  more  than  100  more  academies,  and  as  many  colleges.  North 
Carolina  had  more  colleges  than  South  Carolina,  more  academies  by  100, 
and  nearly  three  times  as  many  children  at  school.  Virginia  had  310,000 
white  population  more  than  North  Carolina,  yet  the  latter  had  as  many 
colleges,  as  mauy  academies,  and  500  or  600  public  schools  more  than 
Virginia.  Kentucky  had  200,000  white  population  more  than  North 
Carolina,  yet  the  latter  had  as  many  colleges  as  the  former,  as  many 
academies,  more  common  schools  by  1,000,  and  as  many  children  at 
school.  The  same  is  substantially  true  in  the  comparison  between 
Tennessee  and  North  Carolina.  •  It  should  also  be  remembered  that  at 
that  time  North  Carolina  had  but  few  towns  of  auy  consequence  and  no 
large  cities. 

Dr.  Wiley,  after  stating  the  above  facts,  adds  :  "  Upon  a  calm  review 
of  the  entire  facts,  it  is  neither  immodest  nor  unjust  to  assert  that  North 
Carolina  is  clearly  ahead  of  all  the  slave-holding  States  with  her  system 
of  public  instruction,  while  she  compares  favorably  in  several  respects 
with  some  of  the  Now  England  and  North-western  States." 

The  public-school  system  had  reached  its  highest  ef&ciency  at  the 
outbreak  of  the  War.  As  a  result  of  that  conflict  the  permanent  school 
fund  was  almost  entirely  destroyed,  and  the  public  schools  were  closed 
until  about  1870. 

V' 

PUBLIC   SCHOOLS  SINCE   THE  WAR. 

The  War  not  only  swept  away  the  school  fund,  but  at  the  same  time 
left  the  country  impoverished.  The  freeing  of  the  negro  added  largely 
to  the  school  population  of  the  State  and  increased  the  difficulty  of  the 
educational  problem.  The  negroes  numbered  about  three-eighths  of  the 
whole  population.  Major  Finger,  in  the  address  before  referred  to, 
said  : 

"The  problem  then  was  how  the  five  eighths,  impoverished  as  they 
were,  owning  all  the  lands,  but  essentially  nothing  but  the  lands,  could 
educate  themselves  and  also  the  three-eighths  of  paupers  recently  made 
citizens.  I  do  not  think  that  any  civili/ed  people  ever  had  thrust  .upon 
them  a  more  difficult  problem  than  the  South  had,  for  it  applied  to  the 
whole  South,  in  the  formation  of  safe  political  society  out  of  such  ma- 
terial. Of  course,  general  education  was  seen  to  be  a  necessit3\  .  Our 
people,  recognizing  the  necessity,  with  that  wonderful  adaptability 
which  characterizes  them,  did  not  fold  their  hands  in  tame  submission 
to  what  seemed  to  many  inevitable  political,  social,  and  material  de- 
struction, but  they  went  earnestly  to  work  to  educate." 

In  the  State  Constitution  which  was  adopted  in  1868,  it  was  provided 


PUBLIC    SCHOOLS.  171 

that  "Tbo  General  Assembly  at  its  first  session  nncler  this  Constitution 
shall  provide  by  taxation  and  otherwise,  for  a  general  and  uniform  sys- 
tem of  public  schools,  wherein  tuition  shall  be  free  of  charge  to  all  the 
children  of  the  State  between  the  ages  of  six  and  twenty-one  years." 
The  Constitution,  as  it  now  stands,  contains,  among  others,  the  follow- 
ing provisions  relating  to  public  education:  "The  General  Assembly 
shall  levy  a  capitation  tax  on  every  male  inhabitant  in  the  State,  over 
twentyone  and  under  filty  years  of  age,  which  shall  be  equal  on  each 
to  the  tax  on  proi)erty  value  at  $300  in  cash. 

'■  Tlie  proceeds  of  the  State  and  county  capitation  tax  shall  be  applied 
to  the  purposes  of  education  and  the  support  of  the  poor,  but  in  no  one 
year  shall  more  than  25  per  cent,  thereof  be  applied  to  the  latter  pur- 
pose. 

'*  Each  county  iu  the  State  shall  be  divided  into  a  convenient  num- 
ber of  districts,  in  which  one  or  more  public  schools  shall  be  maintained, 
at  least,  four  mouths  in  every  year;  and  if  the  commissioners  of  any 
county  shall  fail  to  comply  with  aforesaid  requirmeats  of  this  section 
they  shall  be  liable  to  indictment. 

'•  Tho  proceeds  of  all  lands  that  have  been  or  hereafter  may  be 
granted  by  the  United  States  to  this  State,  and  not  otherwise  appropri- 
ated by  this  State  or  by  the  United  States ;  also  all  moneys,  stocks, 
bonds,  and  other  property,  now  belonging  to  any  State  fund  for  pur- 
poses of  education  ;  also  the  net  proceeds  of  all  sales  of  swamp  lands 
belonging  to  the  State,  and  other  grants,  gifts,  or  devises  that  have  been 
or  hereafter  may  be  made  to  the  State,  and  not  otherwise  appropriated 
by  the  State,  or  by  the  term  of  the  grant,  gift,  or  devise,  shall  be  paid 
into  the  State  treasury  ;  and,  together  with  so  much  of  the  ordinary  reve- 
nue of  the  State  as  may  be  by  law  set  apart  for  that  purpose,  shall  be 
faithfully  appropriated  for  establishing  and  maintaining  in  this  State 
a  system  of  free  public  schools,  and  for  no  other  uses  or  purposes  what- 
soever." 

It  is  also  provided  in  the  Constitution  that  the  clear  proceeds  of  all 
penalties  and  forfeitures  and  of  all  fines  collected  in  the  several  coun- 
ties for  any  breach  of  the  penal  or  military  laws  of  the  State  shall  be 
appropriated  iu  the  respective  counties  for  maintaiuiug  free  public 
schools. 

The  above  provisions  are  the  basis  of  the  present  system  of  public 
schools.  The  expenses  of  these  schools  are  met,  for  the  most  part,  by 
the  taxation  on  polls  and  property.  The  State  board  of  education  holds 
about  1,000,000  acres  of  swamp  lands,  but  there  is  not  much  prospect 
that  these  will  be  a  source  of*  income  for  many  years  yet.  J3efore  the 
War  some  $200,000  were  expended  iu  attempts  to  drain  them,  but  with- 
out success.  The  State  has  no  large  fund  for  educational  purposes,  and 
what  has  been  done  for  schools  since  the  War  has  been  accomplished 
mainly  by  taxation,  and  unless  the  General  Government  comes  to  tho 
assistance  of  the  States,  aud  distributes  the  surplus  so  rapidly  accumu- 


172  HISTORY    OF    EDUCATION    IN    NORTH    CAROLINA. 

lating  in  the  treasury,  the  people  must  still  rely  upon  their  own  efforts 
for  the  further  ijromotion  of  public  education. 

As  has  been  stated,  the  public  schools  were  re-opened  in  1870,  and 
though  they  have  not  yet  reached  any  marked  degree  of  efficiency,  yet 
there  has  been  steady  improvement  since  that  time.  The  disburse- 
ments for  these  schools  have  been  as  follows:  In  1871,  $177,497,94  5  i" 
1872,  $173,275.62;  in  1873,  $196,675.07;  in  1874,  $297,090.85;  in  1875, 
no  report,  about  the  same  as  in  1874;  in  1876,  $334,163.14;  in  1877, 
$319,813;  in  1878,  $324,827.10;  in  1879,  $326,040.35;  in  1880,  $352,- 
882.65;  in  1881,  $409,058.88;  in  1882,  $509,736.02 ;  in  1883,  $623,430.98; 
in- 3 884,  $640,245.20;  in  1885,  $630,552.32.     . 

The  following  statistics^  for  1886  will  give  an  idea  of  the  present  status 
of  public  schools :  Number  of  public  school-houses  for  whites  3,443;  for 
colored,  1,592;  total,  5,035;  value  of  public-school  property  for  whites, 
$449,824.00;  for  colored,  $203,281.79;  total,  $653,106.39;  numberof  pub- 
lic schools  taught,  for  whites,  4,115;  for  colored,  2,223;  total,  6,338; 
average  length  of  school  terms,  for  whites,  llf  weeks ;  for  colored,  12 
weeks;  enrollment  of  whites,  188,036;  of  colored,  117,562 ;  total,  305,598; 
average  attendance  of  whites,  117,121 ;  of  colored,  68,585 ;  total,  185,706 ; 
average  salary  of  public-school  teachers  per  month,  white,  $25.05 ;  col- 
ored, $22.52^. 

The  following  is  a  summary  of  the  receipts  for  public  schools  in  1886 : 
Poll-tax,  $253,261.49;  property  tax,  $258,799.85;  special  poll-tax, 
$7,110.48 ;  special  property  tax,  $20,618.83 ;  special  poll-tax  under  local 
acts,  $1,184.98;  special  property  tax  under  local  acts,  $6,820.17;  flues, 
forfeitures,  and  penalties,  $22,876.22;  liquor  licenses,  $83,002.75;  auc- 
tioneers, $32.66;  estrays,  $14.38;  other  sources,  $16,950.60;  making 
the  total  receipts  for  the  year,  $670,672.41.  Funds  which  came  in  after- 
wards increased  this  total  to  $671,115.65.  The  amount  expended  in  1887 
was  $653,037.33. 

Major  Finger  says  that  "the  General  Assembly  now  levies  a  tax  of 
12^  cents  on  every  $100  of  property  and  37^  cents  on  each  poll  for 
schools;  and  at  least  75  per  cent,  of  all  other  poll-taxes,  whether  levied 
in  the  revenue  law  or  by  the  county  commissioners,  must  be  approiDri- 
ated  for  schools.  All  these  moneys  so  appropriated  are  collected  by  the 
sheriffs  of  the  respective  counties,  and  by  them  turned  over  to  the 
county  school  officers.  If  the  fund  accumulated  in  each  county  is  not 
sufficient  to  maintain  schools  for  a  period  of  four  months  the  statute 
requires  the  county  commissioners,  in  accordance  with  the  provision  of 
the  Constitution  above  cited,  to  levy  a  special  tax  for  that  purpose.  Our 
supreme  court  has  recently  decided  in  the  case  of  Barksdale  vs.  Commis- 
sioners of  Sampson  County  that  this  requirement  is  constitutional  only 
within  the  limits  of  66|  cents  on  property  and  $2  on  the  poll,  but  that 

1  Gathered  from  report  of  the  Superinteudeut  of  Public  Instruction  of  North  Caro- 
lina, for  1885-86. 


PUBLIC    SCHOOLS.  173 

special  taxes  for  special  purposes  under  special  acts  of  Assembly  are  not 
to  be  included." 

Man3'  of  the  larger  towns,  under  special  acts  of  tbe  Legislature,  bave 
excellent  graded  scbools,  eacb  employing  from  six  to  fourteen  teacbers. 
In  188G  there  were  seventeen  of  these  scbools  in  tbe  State.  Tbey  are 
supported  principally  by  voluntary  taxation. 

According-  to  tbe  school  census  for  1886  tbe  total  number  of  children 
in  the  State  of  school  age  (between  tbe  ages  of  six  and  twenty-one 
years)  was  5^7,308;  of  these  there  were  338,059  white  and  2()9,L'41)  col- 
ored children.  The  total  enrollment  at  the  public  schools  was  305,598; 
at  private  scbools,  about  30,000.  When  it  is  taken  into  consideration 
that  umny  of  the  younger  children  of  school  age  do  not  attend  school 
and  many  stop  their  education  before  the  age  of  twenty-one,  it  will  ap- 
pear that  a  large  proportion  of  tbe  children  are  in  school. 

PEABODY  FUND. 

North  Carolina  has  received  large  benefactions  from  tbe  Peabody 
Fund,  which  bave  been  appropriated  to  public,  normal,  and  graded 
scbools,  and  to  tbe  holders  of  tbe  Peabody  scbolarsbips  in  the  Nash- 
ville Normal  College.  This  State  bas  now  fourteen  scholarships  at 
that  institution,  eacb  yielding  $200  per  annum.  Appointments  are 
made  for  two  years  by  the  State  superintendent  of  public  instruction. 
Only  those  are  appointed  who  expect  to  make  teaching  a  profession, 
and  who  guarantee  to  teach  at  least  two  years  in  North  Carolina. 

The  appropriations  from  tbe  Peabody  Fund  to  this  State,  from  ISGS 
to  1887,  inclusive,  bave  been  as  follows :  1868,  $2,700 ;  1809,  $0,350 ; 
1870,  $7,650;  1871,  $8,750;  1872,  $8,250;  1873,  $9,750;  1874,  $14,300; 
1875,  $16,900;  1876,  $8,050;  1877,  $4,900;  1878,  $4,500;  1879,  $6,700; 
1880,  $3,050;  1881,  $4,125;  1882,  $6,485;  1883,  $8,350;  1884,  $6,075; 
1885,  $5,430;  1886,  $5,500;  1887,  $5,500— making  a  total  of  $143,315. 
This  noble  charity  bas  been  of  great  advantage  to  tbe  State. 

PRESENT   PUBLIC  SCHOOL   SYSTEM. 

The  Constitution  provides  for  a  "  State  board  of  education,"  consist- 
ing of  tbe  following  State  officials,  viz :  Governor,  secretary  of  state, 
treasurer,  auditor,  attorney-general,  and  superintendent  of  public  in- 
struction. This  board  bas  full  power  to  legislate  in  relation  to  free  pub- 
lic schools  and  the  State  educational  fund.  Any  action  which  it  may 
take,  however,  is  subject  to  change  or  amendment  by  the  General  As- 
sembly. The  superintendent  of  public  instruction  is  tbe  bead  of  tbe 
system  of  public  schools,  and  has  general  supervision  in  their  manage- 
ment.' 


^  State  superintendents.— Th&  lirst  superinteudent  of  cuiiiinou  scbools  was  the  Kev. 
Culvia  H.  Wiley,  D.  D.,  1852-65.  While  occupying  this  position  ho  prepared  a  "North 
Carolina  Reader,''  giving  the  history  of  each  county  in  the  State,  with  an  account  of 
the  soil,  climate,  etc.     It  also  contained  selections  from  the  writings  and  public  ad- 


174  HISTORY    OF   EDtJCATiON   IN   NORTH    CAROLI^fA. 

Eacli  county  has  a  county  board  of  education  and  a  county  superin- 
tendent of  education.  The  county  board  consists  of  three  men,  elected 
biennially  by  the  commissioners  and  justices  of  the  peace  of  the  county. 
This  board  has  the  general  management  of  the  public  schools  in  the 
county  and  lays  off  the  school  districts,  the  convenience  of  each  neigh- 
borhood being  consulted  in  the  division.  In  each  of  these  districts 
there  is  a  school  committee,  consisting  of  three  persons,  whose  ^uty 
it  is  to  provide  school-houses,  employ  teachers  and  give  orders  for  the 
Ijayment  of  the  sums  due  for  their  services,  and  take  at  a  stated  period 
a  census  of  the  children  within  the  school  age.  The  compensation  of 
teachers  of  the  first  grade  is  left  to  the  committee ;  teachers  of  the  sec- 
ond grade  receive  $25^  and  those  of  the  third  grade  $15  per  mouth.  The 
schools  for  the  two  races  are  separate.  The  school  districts  for  the  two 
races  may  be  the  same  in  territorial  limits  or  not,  according  to  the  con- 
venience of  the  parties  concerned.  Major  Finger  says  that  "these  dis- 
tricts are  irregular  in  size,  but  not  many  of  them  contain  an 'area  of 
more  than  4  miles  square,  and  many  are  much  smaller,  so  that,  except 
n  the  very  sparsely  x3opulated  sections  of  the  State,  there  is  annually  a 
school  in  easy  reach  of  every  child." 

The  county  superintendent  is  elected  by  the  county  board  of  educa- 
tion, the  county  commissioners,  and  the  justices  of  the  peace,  for  a 
term  of  two  years.  The  county  superintendent  has  the  general  over- 
sight of  the  schools  in  his  county,  and  examines  all  applicants  for  posi- 
tions as  teachers.  The  census  reports  and  school  statistics  are  reported 
to  him  by  the  district  committees,  and  he  makes  an  annual  report  to 
the  State  superintendent  of  public  instruction.  His  salary  is  decided 
by  the  county  board,  but  is  not  to  be  less  than  $2  nor  more  than  $3  per 
day  for  the  time  in  which  he  is  necessarily  engaged  in  the  discharge  of 
his  duties,  provided  his  salary  shall  not  exceed  4  per  cent,  of  the  school 
fund  apportioned  in  the  county. 

The  studies  required  by  law  to  be  taught  in  the  public  schools  are 
spelling,  defining,  reading,  writing,  arithmetic,  English  grammar,  geog- 
raphy, elementary  physiology  and  hygiene,  and  the  history  of  North 
Carolina  and  of  the  United  States. 

NORMAL  INSTRUCTION. 

In  1885,  in  accordance  with  the  Constitution  of  the  State,  the  General 
Assembly  established  a  "normal  department"  in  the  University  of 
North  Carolina,  which  is  open  to  young  men  iDreparing  to  teach,  free  of 
tuition,  on  condition  that  they  sign  a  pledge  to  teach  at  least  one  year 
after  leaving  the  institution. 

dresses  of  emineut  North  Caroliuiaus.  It  is  an  excellent  work,  and  before  the 
War  was  used  in  the  public  schools.  On  the  reconstruction  of  the  system  in  1870, 
under  the  law  of  April  12,  1809,  the  Rev.  S.  S.  Ashley  was  made  Stute  superintendent, 
1870-72.  His  successors  have  been  Alexander  Mclver,  1873-75:  Stephen  D.  Pool, 
1875-77 ;  John  C.  Scarborough,  1877-85;  Sidney  M.  Finger,  18:^5-. 


PUBLIC   SCHOOLS.  175 

a 

There  are  now  in  the  State  eight  normal  schools  for  the  whites  and 
Ave  for  the  negroes. 

In  187G  the  Legislature  established  the  University  Normal  School  for 
the  whites  and  the  Fayetteville  State  iSTorinal  for  the  negroes,  making 
an  annual  appropriation  for  each  of  $2,000.  In  ISSl  four  additional 
normal  schools  for  eacli  race  were  established,  each  school  receiving  an 
auTiual  ai)propriation  of  $500,  In  1885  the  University  Normal  was  dis- 
continued, and  the  annual  appropriation  of  $2,000  which  this  school 
had  formerly  received  was  divided  equally  between  four  white  normal 
schools  which  were  established  at  that  time.  In  1887  an  additional  ap- 
])ropriation  of  $i,000  was  made  to  each  of  the  four  colored  normals  which 
were  established  in  1881,  making  the  total  appropriation  to  each  $1,500. 
The  annual  appropriations  for  the  white  normals  amount  to  $4,000,  and 
the  annual  appropriations  for  the  colored  normals  amount  to  $8,000. 

The  normals  for  the  whites  are  in  the  nature  of  teachers'  institutes, 
and  are  held  annually  at  convenient  points  in  the  State  for  a  period  of 
one  month.  As  these  are  held  in  the  summer,  during  the  vacation  of 
the  other  schools,  the  best  teachers  in  the  State  are  secured  to  teach  in 
them,  as  well  as  noted  teachers  from  other  States. 

The  colored  normals  are  established  at  fixed  points  and  are  regularly 
in  session  eight  or  nine  mouths  during  the  year.  They  annually  supply 
a  large  number  of  teachers  for  the  colored  schools. 

The  statutes  of  the  State  provide  for  county  teachers'  institutes  for 
both  races;  many  of  the  counties  hold  them  one  or  two  weeks  during 
each  summer.  The  State  superintendent  of  public  iusttuction  says 
that  these  normal  schools  and  county  institutes  have  had  a  fine  effect 
in  elevating  the  standard  of  common-school  teachers.' 

FEDERAL   AID. 

The  State  has  a  well-appointed  system  of  public  instruction,  but  is 
hampered  on  every  hand  by  want  of  funds.  The  financial  condition  of 
the  people  does  not  warrant  an  increase  of  taxation  sufficient  to  meet 
the  educational  needs  of  the  State.  When  it  is  remembered  that  the 
white  population  bears  the  burden  of  taxation  not  only  for  their  own 
children  but  also  for  those  of  the  negro  race,  it  can  be  seen  how  onerous 
is  this  charge. 

Superintendent  Finger  makes  an  earnest  appeal  for  national  aid  to 
education.     lie  says: 

"The  State  has  done  well  in  the  revival  of  her  public  schools,  and  she 
will  continue  to  struggle  on,  carrying  her  burden,  earnestly  looking  for- 
ward to  ihc  time  when  the  Congress  of  the  United  States  will  open  the 
doors  of  the  Treasury  and  extend  aid.  Nor;  h  Carolina  and  other  South- 
ern States  gave  to  the  United  States  vast  domains  which  were  used  to 
pay  a  common  debt,  a  debt  of  the  original  thirteen  States,  and  in  the 
course  of  events  it  turns  out  that  the  United  States  frees  the  slaves  of 

'  In  addition  to  the  jiublic  schools,  the  State  makes  excellent  provision  for  the  edu- 
cation of  the  deaf,  dumb,  and  blind  of  both  races. 


176  HISTORY  OF  EDUCATION  m  NORTH  CAROLINA. 

the  South,  and  makes  them  citizens  and  voters  while  in  a  condition  of 
extreme  ignorance.  Twenty-two  years  have  elapsed  since  the  close  of 
the  War  5  almost  another  generation  has  been  raised  up  since  the  South 
laid  down  her  arms ;  it  is  too  late  to  look  back  now  and  engage  in  crim- 
ination and  recrimation;  it  is  surely  time  for  the  United  States  to  lend 

a  helping  hand  to  the  South  in  carrying  her  burden. 

******* 

"  Surely  the  Government  that  could  find  warrant  in  the  Constitution 
to  free  the  negroes  and  make  them  citizens  can  also  find  authority  to  dis- 
tribute from  its  overflowing  Treasury  funds  to  educate  them  for  the 
proper  discharge  of  the  duties  of  freemen  and  citizens." 


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CHAPTER  X. 
THE  NORTH  CAROLINA  TEACHERS'  ASSEMBLY. 

HISTORY   AND   INFLUENCE   OF   THE   ORGANIZATION. 

In  studying  the  present  dynamics  of  education  in  North  Carolina  the 
writer  has  observed  no  one  force  more  powerful  fQr  good  than  the  North 
Carolina  Teachers'  xVssembly,  which,  in  the  opinion  of  the  State  super- 
intendent of  public  instruction,  is  doing  more  to  further  the  educational 
advancement  of  the  State  than  all  other  agencies  combined. 

This  organization  was  originated  by  that  earnest  and  progressive 
friend  of  education,  Eugene  G.  Harrell,  editor  of  The  North  Carolina 
Teacher.  He  conceived  the  idea  in  August,  1883,  and  it  at  once  be- 
came popular  throughout  the  State.  Owing  to  his  wise  and  energetic 
management  the  movement  has  been  a  success  from  the  first,  and 
through  its  agency,  the  teachers  of  the  State  have  been  brought  into 
closer  relations  than  ever  before.  It  bids  fair  to  revolutionize  the 
school  system  of  the  State,  or  rather  to  systematize  the  schools,  for  it  is 
a  misnomer  to  speak  of  a  school  system  as  existing  in  North  Carolina. 

The  first  session  of  the  Assembly  was  held  in  June,  1>84,  at  the  Hay- 
wood White  Sulphur  Springs,  one  of  the  favorite  resorts  in  "the  land 
of  the  sky,"  that  part  of  our  country  so  beautifully  pictured  by  Miss 
Fisher  (Christian  Reid).  The  next  two  annual  sessions  were  held  at 
Black  Mountain,  some  7  miles  from  the  famous  Mount  Mitchell,  the 
highest  peak  east  of  the  Rockies. 

The  last  session  convened  at  Morehead  City,  on  the  Atlantic  coast, 
one  of  the  most  popular  of  Southern  watering  places.  The  presidents, 
elected  annually,  have  been  as  follows :  1884,  Prof.  J.  J.  Fray,  of  the 
Raleigh  Male  Academy,  whose  death  the  State  mourned  before  the  close 
of  that  year;  1885,  Dr.  R.  H.  Lewis,  of  Kinston  College;  and  188G  and 
1887,  Professor  E.  A.  Alderman,  of  the  Goldsborough  Graded  and  High 
School.  Mr.  Harrell  has  been  unanimously  continued  as  secretarj'  since 
the  organization.  The  growing  interest  is  manifested  by  the  attend- 
ance, which,  for  the  four  sessions  of  its  history,  has  been  as  follows : 
3G5,  620,  720,  and  1,765.  The  present  membership  numbers  about  3,000, 
and  includes  teachers  from  every  known  educational  institution  in  the 
State.  All  teachers,  and  all  friends  of  education  who  are  recommended 
by  the  county  superintendents  of  public  schools,  are  eligible  for  mem- 
bership.   The  annual  dues  are  $2  for  males  and  $1  for  females. 

177 
17037— No.  2 12 


178  HISTORY    OP    EDUCATION   IN   NORTH    CAROLINA. 

The  exercises  of  the  Assembly  consist  in  the  discussion  of  educational 
topics  at  the  day  sessions  by  the  members,  and  lectures  in  the  evening 
by  distinguished  educators  of  this  and  other  States  who  are  especially 
ensraged  for  this  purpose.  Sometimes,  in  place  of  the  lecture,  a  musical 
and  literary  entertainment  is  substituted.  After  the  lecture  or  enter- 
tainment there  is  usually  a  dance  for  the  benefit  of  those  who  enjoy 
that  pastime.  At  both  the  mountain  and  seaside  sessions  many  little 
excursions  for  pleasure  and  recreation  are  made.  The  close  of  the  ses- 
sion is  generally  marked  by  a  grand  excursion;  At  the  close  of  the  last 
session  the  teachers  made  a  trip  to  Baltimore  and  Washington,  where 
they  were  tendered  a  special  reception  by  President  Cleveland.  Atrip 
to  New  York,  I^Iiagara  Falls,  and  other  points  of  interest  has  already 
been  planned  for  the  coming  year.  These  trips  are  always  mai)ped  out 
with  wise  forethought  and  are  made  both  pleasant  and  profitable. 

The  Assembly  has  been  permanently  established  at  Morehead  City, 
and  an  "  Assembly  building"  is  now  being  erected,  at  a  cost  of  $2,750, 
the  funds  for  this  purpose  having  been  given  by  a  few  friends  of  the 
organization  ;  Mr.  Julian  S.  Carr,  of  Durham,  who  has  endeared  himself 
to  the  people  of  iiis  State  by  many  noble  benefactions  to  education, 
alone  giving  $1,750  of  the  amount.  The  building  when  completed 
will  be  a  handsome,  two-storied  structure.  The  following  description 
of  it  is  taken  from  the  North  Carolina  Teacher  for  October,  18S7: 
"  The  hall  is  on  the  second  floor,  40  by  80  feet,  15  feet  pitch,  well  lighted 
and  ventilated.  On  the  same  floor  is  the  secretary's  office,  and  the 
reading-room  and  library,  each  15  by  18  feet.  The  first  floor  has  a 
passage  10  feet  wide,  the  entire  length  of  the  building,  and  on  either 
side  are  four  rooms,  each  15  by  18  feet.  These  rooms  include  special 
ones  for  teachers'  bureau,  visiting  editors,  parlor,  office,  and  commit- 
tees ;  the  others  are  to  be  used  for  an  educational  exposition,  exhibit- 
ing all  classes  of  school  furniture  and  conveniences  for  educational 
"work.  ^ 

"  The  Assembly  hall  will  be  seated  with  folding  settees,  and  well  fur- 
nished with  globes,  maps,  charts,  slate  blackboards,  and  everything 
needed  in  our  assembly  work,  and  it  will  not  be  long  before  the  teach- 
ers of  North  Carolina  will  have  not  only  the  most  pleasant  place  in  the 
South  for  an  annual  gathering,  but  will  also  have  one  of  the  best  assem- 
bly rooms  to  be  found  in  America." 

The  officers  of  the  Assembly  are  making  arrangements  for  a  park, 
embracing  50  acres  of  land,  on  Bogue  Sound,  about  5  miles  from 
Morehead  City,  and  will  run  a  small  steamer  regularly  between  those 
jilaces  for  the  pleasure  of  the  members. 

The  teachers  of  North  Carolina  now  have  a  delightful  summer  home 
for  rest,  recuperation,  and  enjoyment,  of  which  they  may  well  be  proud. 

Through  the  influence  of  the  Assembly,  "reading  circles,"  with  a 
prescribed  course  of  reading,  and  local  "  teachers'  councils,"  are  being 


NORTH   CAROLINA   TEACHERS'  ASSEMBLY  179 

establisbetl  throughout  the  State.     The  organization  has  been  well 
termed  "  The  North  Carolina  Chautauqua." 

IN  CONCLUSION. 

Never  in  North  Carolina  was  the  eilucational  outlook  brighter  than 
at  present.  Since  the  revival  of  the  University  in  1875  there  has  been 
manifest  proj^ress  in  every  dej)artmeut  of  education.  The  public  schools 
have  been  made  more  etJicient;  the  graded  school  system  has  been  in- 
troduced in  the  principal  towns ;  the  endowments  of  several  of  the  de- 
nominational colleges  have  been  largely  increased,  their  curricula  made 
more  thorough,  and  their  standard  of  graduation  raised;  normal  schools 
and  teachers'  institutes  are  conducted  at  convenient  points,  the  State 
nnd  counties  making  provision  for  their  maintenance ;  and  at  the  last 
session  of  the  Legislature  (1880-87)  provision  was  made  for  the  imme- 
diate establishment  of  a  college  of  agriculture  and  the  mechanic  arts, 
to  which  the  State,  besides  granting  the  interest  from  the  land-scrip 
fund,  amounting  to  $7,500  per  annum,  guarantees  a  liberal  income 
from  certain  specified  taxes.  All  the  young  men  of  the  State  who  can 
successfully  pass  the  entrance  examination  will  receive  free  tuition. 
This  college  has  been  established  at  Ealeigh,  and  it  is  expected  that 
the  work  of  instruction  will  begin  in  the  fall  of  1880.  The  interest 
now  so  manifest  in  all  that  pertains  to  the  intellectual  advancement 
of  the  Old  North  State  promises  grand  results  for  the  future. 


APPENDIX. 

List  of  the  Principal  Works  Consulted  in  the  Preparation  of  this  Mon- 
ograph. 

[Note. — Those  sources  from  which  the  writer  has  derived  the  greatest  help — personal 
interviews  with  those  who  are  or  have  been  prominent  in  the  educational  work  in 
the  State,  correspondence,  pamphlets,  newspaper  articles,  school  catalogues,  etc. — it 
would  be  impossible  to  enumerate  here.  He  would,  however,  make  special  acknowl- 
edgment to  Rev.  J.  Rumple,  D.  D.,  for  information  concerning  the  early  Presbyterian 
schools;  to  President  Kemp  P.  Battle,  LL.  D.,  forassistance  in  collecting  materials 
tor  the  sketch  of  the  University;  to  Rev.  Charles  Phillips,  D.  D.,  for  many  important 
facts  relating  to  education  previous  to  the  late  War;  to  Hon.  S.  M.  Finger,  for  statis- 
tics of  the  public  schools  ;  and  to  Hon.  William  L.  Saunders,  for  advance  sheets  of  the 
first  four  volumes  (1662-17.54)  of  the  Colonial  Records,  and  other  favors.] 

Colonial  Records  of  North  Carolina.    Edited  by  Hon.  William  L.  Saunders,  Raleigh. 

History  of  Carolina.  By  John  Lawson,  Gent.,  surveyor-general  of  North  Carolina. 
London,  1714;  Raleigh,  1860. 

The  Natural  History  of  North  Carolina.  With  an  account  of  the  trade,  manners,  and 
customs  of  the  Christian  and  ludian  inhabitants.     By  John  Brickell.     Dublin,  1737. 

History  of  North  Carolina.    Two  vols.     By  Hugh  Williamson.     Philadelphia,  1812. 

History  of  Noi-th  Carolina.     Two  vols.     By  F.  X.  Martin.     New  Orleans,  1829. 

History  of  North  Carolina.     Two  vols.     By  J.  H.  Wheeler.     Philadelphia,  1851. 

History  of  North  Carolina  {I58i-1729).  Two  vols.  By  F.  L.  Hawks.  Fayetteville, 
N.C.,1837. 

History  of  North  Carolina.    Two  vols.     By  J.  W.  Moore.     Raleigh,  1880. 

Sketches  of  North  Carolina.     By  W.  H.  Foote.     New  York,  1846. 

History  of  the  Moravians  in  North  Carolina.     By  L.  S.  Reichel.     Salem,  N.  C,  1857. 

History  of  the  German  Settlements  in  North  Carolina.  By  G.  D.  Bernheim.  Philadel- 
phia, 1872. 

Eastern  North  Carolina.     By  L.  C.  Vass.    Richmond,  Va.,  1886. 

The  Old  North  State  in  1776.     ByjE.  W.  Caruthers.     Philadelphia,  1854. 

History  of  Rowan  County.     By  J.  Rumple.     Salisbury,  N.  C,  1881. 

Sketches  of  Western  North  Carolina.    %y  C.  L.  Hunter.     Raleigh,  1877, 

Reminiscences  and  Memoirs  of  North  Carolina  and  Eminent  North  Carolinians.  (Part 
III.)     By  J.  H.  Wheeler.     Columbus,  Ohio,  1884. 

North  Carolina  in  the  Colonial  Period.  By  Daniel  R.  Goodloe.  (Introduction  to 
Wheeler's  Remiaiscences,  Part  III.) 

Life  of  Rev.  David  Caldwell.    By  E.  W.  Caruthers.     Greensborough,  N.  C,  1842. 

Life  of  Macon.    By  Edward  R.  Cotton.     Baltimore,  1840. 

Centennial  of  Methodism  in  North  Carolina.     By  L.  S.  Burkhead.     Raleigh,  1876. 

Princeton  College  daring  the  Eighteenth  Century.  (Biographical  sketches  of  grad- 
uates.)   By  S.  D.  Alexander,  New  York,  1872. 

History  of  the  College  of  New  Jersey.  Two  vols.  By  John  Maclean.  Philadelphia, 
1877. 

Be  Bow^s  Industrial  Resources  of  the  South  and  West.    New  Orleans,  1852. 

Public  Acts  and  Laws  of  North  Carolina.  Begiuniug  with  Davis's  Rovisal.  New- 
born, 1752. 

Trustees'  Journal  of  the  University  of  North  Carolina.     (Manuscript.) 

The  standard  histories  of  the  English  Colonies  in  America  and  of  the  United  States, 

180 


ft-,.'!-'..,-, 


